study visits catalogueold.nvf.cz/spps/dokumenty/catalogue_1_2006.pdf · 2 cedefop – study visits...

9 789289 604192

ISBN 92-896-0419-0

9 789289 6 0 4 1 8 5

ISBN 92-896-0418-2

TI-08-05-001-1R-C04

0516

4046 ENFree of charge – On request from Cedefop

Europe 123, GR-570 01 Thessaloniki (Pylea)

Postal address: PO Box 22427, GR-551 02 Thessaloniki

Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20

E-mail: [email protected]

Homepage: www.cedefop.eu.int

Interactive website: www.trainingvillage.gr

European Centre for theDevelopment of Vocational Training

TI-08-05-002-1R-C04

0516

4047 ENFree of charge – On request from Cedefop

Europe 123, GR-570 01 Thessaloniki (Pylea)

Postal address: PO Box 22427, GR-551 02 Thessaloniki

Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20

E-mail: [email protected]

Homepage: www.cedefop.eu.int

Interactive website: www.trainingvillage.gr

European Centre for theDevelopment of Vocational Training

Study visitscatalogueI / 2006

Catálogo de las Visitas de EstudioStudienbesuche: Katalog

Catalogue des visites d’étude

Study visitscatalogueI/2006

Catálogo de las Visitas de EstudioStudienbesuche: Katalog


Study visitscatalogueII / 2006

Study visitscatalogueII/2006

Catálogo de las Visitas de EstudioKatalog studijních pobytÛKatalog over studiebesøgStudienbesuche: KatalogÕppelähetuste kataloogΚατάλογος επισκέψεων μελέτηςΚατάλογος επισκέψεων μελέτηςStudy visits catalogueCatalogue des visites d’étudeCatalogo visite di studioGada Mâcîbu braucienu katalogsMokom˜j˜ vizit˜ katalogasTanulmányút katalógus˚jarat ta’ Studju KatalguCatalogus voor StudiebezoekenKatalog wizyt studyjnychCatálogo das visitas de estudoKatalóg ‰tudijn˘ch náv‰tevKatalog ‰tudijskih obiskov za letoOpintomatkat vuonnaStudiebesökskatalogen

Catálogo de las Visitas de EstudioKatalog studijních pobytÛKatalog over studiebesøgStudienbesuche: KatalogÕppelähetuste kataloogΚατάλογος επισκέψεων μελέτηςΚατάλογος επισκέψεων μελέτηςStudy visits catalogueCatalogue des visites d’étudeCatalogo visite di studioGada Mâcîbu braucienu katalogsMokom˜j˜ vizit˜ katalogasTanulmányút katalógus˚jarat ta’ Studju KatalguCatalogus voor StudiebezoekenKatalog wizyt studyjnychCatálogo das visitas de estudoKatalóg ‰tudijn˘ch náv‰tevKatalog ‰tudijskih obiskov za letoOpintomatkat vuonnaStudiebesökskatalogen

Luxembourg: Office for Official Publications of the European Communities, 2005

Study visits catalogueI/2006

Cedefop

Catálogo de las Visitas de Estudio

Katalog studijních pobytÛ

Katalog over studiebesøg

Studienbesuche: Katalog

Õppelähetuste kataloog

∫·Ù¿ÏÔÁÔ˜ ÂÈÛÎ¤„ÂˆÓ ÌÂÏ¤ÙË˜


Catalogo visite di studio

Gada Mâcîbu braucienu katalogs

Mokom˜j˜ vizit˜ katalogas

Tanulmányút katalógus

˚jarat ta’ Studju Katalgu

Catalogus voor Studiebezoeken

Katalog wizyt studyjnych

Catálogo das visitas de estudo

Katalóg ‰tudijn˘ch náv‰tev

Katalog ‰tudijskih obiskov za leto

Opintomatkat vuonna

Studiebesökskatalogen

A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int).

Cataloguing data can be found at the end of this publication.

Luxembourg: Office for Official Publications of the European Communities, 2005

ISBN 92-896-0418-2

© European Centre for the Development of Vocational Training, 2005Reproduction is authorised provided the source is acknowledged.

Designed by Colibri Ltd. – GreecePrinted in Greece

The European Centre for the Development of

Vocational Training (Cedefop) is the European Union'sreference Centre for vocational education and training.

We provide information on and analyses of vocational education and training systems,

policies, research and practice.Cedefop was established in 1975

by Council Regulation (EEC) No. 337/75.

Europe 123GR-570 01 Thessaloniki (Pylea)

Postal address: PO Box 22427GR-551 02 Thessaloniki

Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20E-mail: [email protected]

Homepage: www.cedefop.eu.intInteractive website: www.trainingvillage.gr

Project manager: Marie-Jeanne Maurage, Cedefop

Published under the responsibility of: Johan van Rens, DirectorChristian F. Lettmayr, Deputy Director

2 CEDEFOP – STUDY VISITS

group Attractiveness of vocational training / Attraktivität der beruflichen Bildung page

1 Curricular options to attract young people to VET Ireland 27-31 March 4

2 Vocational education and training for young people Denmark 3-5 April 5

3Sport und Bewegung im österreichischen

BerufsbildungssystemÖsterreich 5.-7. April 6

4 Training in the food industry -

fundamental for tourist developmentSpain 17-21 April 7

5 Using mobility to attract young people Sweden 14-19 May 8

6 Initial and continuing training in agriculture Poland 29-31 May 9

7 Balancing training, work and private life France 12-15 June 10

group Role of higher education in vocational training page

8 Role of universities in vocational training Germany 29 May-1 June 11

group Competence development of older workers page

9 Flemish initiatives for lifelong learning Belgium 24-27 April 12

Needs of the low-skilled and disadvantaged groups /

group Erfordernisse gering qualifizierter und benachteiligter Gruppen page

Förderung von Benachteiligten in der beruflichen Bildung Germany 6.-9. März 13

10 Active citizenship through inclusion United Kingdom 24-28 April 14

group Recognition of qualifications / Reconnaissance des qualifications page

11 Sport on the move in Dutch VET Netherlands 27-30 March 15

12 Qualifications in the sports, recreation and tourism sectors Ireland 8-11 May 16

Reconnaissance des personnes à faibles qualifications Portugal 15-19 mai 17

13Recognition and assessment of non-formal

and informal learningSlovenia 15-19 May 18

14 Recognition of competences in Finland Finland 15-19 May 19

15 Recognition and validation in Scotland United Kingdom 16-19 May 20

16 Facing the future in agriculture United Kingdom 6-8 June 21

Información y orientación profesional a lo largo de toda la vida /

group Lifelong guidance and counselling page

17 Lifelong guidance in Sweden Sweden 13-17 March 22

18 La orientación profesional de los jóvenes hacia la F. P. España 27-31 marzo 23

19 A vehicle towards equal opportunities Malta 24-27 April 24

20 Developing a lifelong guidance system in Lithuania Lithuania 15-18 May 25

First half 20061er Semestre - 1. Halbjahr - Primer semestre

CATALOGUE 2005 – VOLUME I 3

Le rôle des partenaires sociaux dans la formation professionnelle /

group The role of social partners in VET page

21Impact et enjeux du dialogue social / 15-19 mai 26

Social dialogue: impact and issuesFrance

15-19 May 27

22 Vocational training in the food sector Greece 20-23 June 28

group Quality assurance mechanisms for training page

23 Inspection and evaluation of vocational training United Kingdom 20-23 March 29

group Developing entrepreneurship among young people page

24 Young entrepreneurs in an Arctic setting Norway27 February-

303 March

25 Initiatives to foster the creation of entrepreneurial activities Italy 3-6 April 31

26 Entrepreneurship in agri-food Netherlands 15-18 May 32

27 Raising enterpreneurial spirit among young people Estonia 15-19 May 33

group Challenges for teachers and trainers page

28 New ways of learning, use of ICT Norway 8-12 May 34

group Presentation of national systems page

29 The role of local authorities in Italian vocational training Italy27 February-

352 March

30 VET in Bulgaria Bulgaria 15-18 May 36

31Continuing vocational training in the banking

and finance sectorCyprus 15-19 May 37

The European year of workers’ mobility /

group L’année européenne de la mobilité des travailleurs page

32 Mobility and the Danish VET system for young people Denmark 6-8 February 38

33 Mobility in vocational education in Hungary Hungary 10-12 April 39

34 Se former à l’étranger Allemagne 24-28 avril 40

Visits by sector / Visites par secteur /

Besuche nach Sektoren page

Agriculture and food 21, 32

Agriculture 9

Banking and finance 37

Food and tourism 7

Food 28

Sports and tourism 16

Sports / Sport 6, 15


WHYKey policy objectives in second level education in Ireland are tobroaden choice and strengthen the vocational dimension ofprogrammes to encourage young people to complete upper secondlevel education.Extensive vocational training options at any further education levelhave also been developed for young people and adults to offer alifelong learning continuum.

WHATThe programme will provide an overview of policies and practice inschool-based vocational training to provide young people with the skillsfor adult life. Participants will become familiar with:• the structure of the Irish education and training system;• how transition year programmes and post leaving certificate courses

are organised, structured and delivered;• how innovative approaches to teaching and learning are encouraged

and supported.

HOW?• Presentation of policies and practice by the Department of Education

and Science.• Visiting schools and colleges providing the programmes• Examining issues such as nurturing transferable critical thinking and

creative problem-solving skills and models of inservice trainingsupports for teachers.

• Exploring certification and assessment in further education in theIrish national framework of qualifications.

WHOM?The programme is relevant to policy-makers, providers of educationand training, representatives of unions and employers’ organisationsand other experts concerned with teaching and learning at uppersecondary and post secondary level.

ATTRACTIVENESS OF VOCATIONAL TRAINING

Curricular options to attract young people to VET

WWW.www.education.ie

Contact person

Ms Karen TigheMs Eileen McGuireDepartment of Education and ScienceInternational SectionMarlborough StreetIRL-Dublin 1Tel. (353-1) 889 23 95Fax (353-1) 889 23 76E-mail: [email protected][email protected]

Initial training for young people

Group No: 1

27-31 March 2006Dublin and

rural-based venue [IE]

Working languageEnglish

• personal development

• self-directed learning

• innovative teaching

and learning


3-5 April 2006Copenhagen

and suburbs [DK]

WHYThe Danish vocational education and training system is based on longtraditions and great involvement of the social partners. It is a dualsystem, with a mix of school and work periods in a company. It isflexible, where learners have a high degree of responsibility for theirown learning. It provides young people with different needs andsupports the transition from compulsory school to VET with differentbridgebuilding activities and cooperation between school types.

WHATThe programme will provide an insight into the Danish VET system foryoung people and focus on the flexibility of the system.Participants will become acquainted with:• the structure of the Danish VET system;• bridgebuilding activities and cooperation between formal and non-

formal institutions;• provisions for both practical and academic learners;• individual education plans;• open learning environment.

HOW?The programme will consist of:• initial presentation of system framework;• visit to a production school;• visit to a vocational education and training college;• visit to a company;• debate with Danish VET experts.

WHOM?The visit will be of particular interest to policy-makers in VET,representatives of unions and employers’ organisations,representatives of education and training institutions, counsellors inVET.


Vocational education and training for young people

Group No: 2


• flexibility of system

• individual learning plans

• bridgebuilding between

formal and non-formal

institutions

WWW.www.uvm.dk

Contact person

Ms Ingrid JohansenMr Svend RechnagelCiriusFiolstræde 44DK-1171 Copenhagen KTel. (45) 33 95 70 82Fax (45) 33 95 70 01E-mail:[email protected]@ciriusmail.dk



Erstausbildung für Jugendliche

WARUM?Sport und Bewegung gewinnen im Ausbildungssektor immer mehr anBedeutung. Dieser Bereich dient jungen Menschen als Lernfeld selbst,als wesentlicher Ausgleich zum schulischen Lernen und fördert Team-geist und Gemeinschaftsempfinden. Eine fundierte Ausbildung von Bewe-gungserzieher/innen, Sportlehrer/innen und Trainer/innen gewährleisteteine effektive Umsetzung der lehrplanmäßigen Bewegungs- und Sport-erziehung in Schulen und den Wachstum dieses Sektors.

WAS?Dieser Studienbesuch soll aufzeigen, welche bewegungserzieherischendidaktisch-methodischen Schwerpunkte an berufsbildenden Schulengesetzt werden, wie die Sportlehrerausbildung organisiert ist und welcheWeiterbildungsangebote zur Verfügung stehen. Es sind Diskussionenmit Stakeholdern geplant, die nicht nur die derzeitige Situation, sondernauch mögliche Entwicklungen und Zukunftsperspektiven im Sportsektorerörtern. Ferner soll ein Einblick vermittelt werden, wie die Modelle derBegabtenförderung konzipiert sind und wie gewährleistet wird, dassneben der sportlichen Ausbildung eine berufliche Erstausbildung undsomit für Absolventen der Einstieg in den Arbeitsmarkt ermöglicht wird.Strategien:• Zusammenführen von Unterricht und sportlicher Ausbildung• Ständige Optimierung von Lehrinhalten• Mobilitätsprojekte im Sportsektor und Schulveranstaltungen• Sport für talentierte Sportler• Zusammenarbeit mit Institutionen und Einrichtungen• Gesundheitsförderung

WIE?Es sollen berufsbildende Schulen sowie Institutionen und Einrichtungenbesucht werden, die Schüler/innen bzw. Lehrer/innen im Sportbereichausbilden.

WER?Ausbilder, Vertreter/innen der Arbeitgeber und Arbeitnehmer, Berufsbil-dungsexperten/innen.

ATTRAKTIVITÄT DER BERUFLICHEN BILDUNG Sport

Sport und Bewegung imösterreichischen Berufsbildungssystem

Gruppennr.: 3

5.-7. April 2006Baden bei Wien [AT]

ArbeitsspracheDeutsch

• Wachstumsbranche

• Aus- und

Weiterbildungsangebote

• Begabtenförderung

• Chancen am Arbeitsmarkt

WWW.www.bmbwk.gv.at – www.leonardodavinci.at – www.bewegung.ac.at

Kontaktperson

Frau Ursula FritzBundesministerium für Bildung,Wissenschaft und KulturMinoritenplatz 5A-1014 WienTel. (43-1) 531 20 44 91Fax (43-1) 531 20 81 44 91E-Mail: [email protected]


WHYWith decreasing numbers of tourists, the Canary Islands must providebetter training support for its different workers in the tourism sector.New approaches to attract tourists must also be found.The food sector, principally cooking and innovation, could be one of theareas to add value to the culture of the islands.

WHATDelegates will learn about:• the role that training of workers plays in the evolution of tourism in the

Canary Islands;• the roles of the different hotel and catering and tourism schools in

developing formal, non-formal and university training;• the centres that promote the hotel industry and participating

institutions.

HOW?Presentation and discussions of Canary Islands' policies and strategiesby:• visiting different training centres;• seeing how hotels and restaurants develop workers' training;• seeing how the whole academic curriculum is managed.

WHOM?Persons in charge of training programmes related to the food andtourism sector, employers’ organisations, trade unions and publicadministration.

ATTRACTIVENESS OF VOCATIONAL TRAINING Food and tourism

Training in the food industry –fundamental for tourist development

Group No: 4

17-21 April 2006Tenerife - Canarias [ES]


Initial and continuing training

• tourist attraction

• training and employment

WWW.www.gobiernodecanarias.org/ – www.hecansa.org

www.ull.es – www.ashotel.es

Contact person

Ms Paloma Fernández-PeñaServicio Público de Empleo EstatalCondesa de Venadito, 9E-28027 MadridTel. (34) 915 85 95 66Fax (34) 915 85 98 09E-mail: [email protected]

WHYThere is a need throughout Europe to make vocational training moreattractive. Several actions take place at national level to increaseinterest and the aim of the visit is to present some of these. The groupwill meet representatives of the organisation Youth Skills Swedenwhich supports and arranges competitions in vocational training both inSweden and abroad. Mobility for pupils and teachers is important.Cross border mobility has increased the attractiveness of vocationaltraining and is therefore actively supported by the Swedishgovernment.

WHATParticipants will gain:• a vast knowledge of vocational training at upper secondary school

level;• insights in ongoing national projects that put vocational training in

focus and increase its attractiveness;• knowledge of measures promoting cross border mobility to motivate

students in vocational training.

HOW?The programme will include visits to the Swedish National Agency forEducation, training institutions and to several projects that deal with thistheme. Participants will get an opportunity to meet students andtrainees in the classroom and the workshop.

WHOM?This study will be of particular interest to practitioners and policy-makers in vocational education, representatives of unions andemployer organisations, representatives of organisations that work withyoung people, etc.



Using mobility to attract young people

Group No: 5

14-19 May 2006Stockholm [SE]


• cross border mobility

• VET-related projects

• motivation for training

WWW.www.programkontoret.se – www.skillsweden.com – www.skolverket.se

www.ungoretagsamhet.se – www.msu.se – www.teknikforetagen.se

Contact person

Ms Carina HammarInternational Programme OfficeBox 22007S-104 22 StockholmTel. (46-8) 453 72 71Fax (46-8) 453 72 53E-mail:[email protected]


CATALOGUE I / 2006 9

WHYAgriculture is an important sector of the Polish economy employingalmost a quarter of the workforce. Rural areas cover about 93% ofPoland and are inhabited by 14.7 million people, i.e. about 38% of thetotal population. In the countryside the ratio of people of preworking ageis higher than in towns and the trend is rising.That is why we would like to present initial and continuing vocationaleducation and training in agriculture as an answer to the needs of thissector of the economy.

WHATThe programme will:• present the system and structure of initial and continuing education

and training in agriculture in Poland;• give an overview of qualifications in different sectors of agriculture

and their validation;• discuss with trainers and key persons developments and changes in

IVET and CVET in the agriculture sector.

HOW?Participants will:• visit a VET school and a higher education institution;• visit training centres;• visit advisory centres;• meet with an organisation set up by farmers and people working in

agriculture.

WHOM?• representatives of educational estabilishments;• people working in agriculture;• researchers;• representatives of branch trade unions and employers organisations.

ATTRACTIVENESS OF VOCATIONAL TRAINING Agriculture

Initial and continuing training in agriculture

Group No: 6

29-31 May 2006Warsaw, Brwinów [PL]



• validation of qualifications

• sector training needs

WWW.www.minrol.gov.pl – www.menis.gov.pl

www.sggw.waw.pl – www.cdr.gov.pl

Contact person

Mr Ireneusz KwiecieƒTask Force for Training and Human ResourcesCooperation Fund4A GórnoÊlàska StreetPL-00-444 WarsawTel. (48-22) 625 39 37Fax (48-22) 625 28 05E-mail: [email protected]

WHYThe theme of balancing the various aspects of our life – work andtraining time, family and home time, social life, leisure time and‘personal’ time – has become a major issue in Europe, from the pointof view of the functioning of the labour market and economic efficiencyand from a social point of view. It involves all players: the state andpublic services of course, but all businesses are increasingly sensitiveto the issue, as are families. In France and at European level innovativeways of balancing time have been tried out, thanks in particular toCommunity aid. This work has been put to good use and is now largelytransferable.

WHAT• learning about public policy on balancing our lives in France (part

time, maternity and paternity leave, new law on training, which makesit possible to train outside working hours, childcare options, etc.)

• learning about the work of a number of organisations that have triedout innovative projects on balancing our lives

HOW?• visiting training institutes, local or regional authorities, businesses,

etc.• discussing the subject with training managers, representatives of

unions and employers’ organisations, researchers, policy-makers,municipalities (bureaux des temps), users of innovative solutions,promoters of projects defined as good practices (FSE, Equal, etc.)

WHOM?representatives of local, regional or national authorities working in thisfield, businesses, associations, representatives of unions andemployers’ organisations, etc.

Continuing training


Balancing training, work and private life

Group No: 7

12-15 June 2006Paris [FR]


• equal opportunities

for men and women

• access to training

• balancing working life

and private life

WWW.www.femmes-egalite.gouv.fr – www.equal-france.com

Contact person

Ms Marie-Paule MontayRACINE73, rue PascalF-75013 ParisTel. (33) 144 08 65 10Fax (33) 144 08 65 11E-mail: [email protected]



WHYHigher education in Germany is undergoing a radical process ofchange. This is due to the changed demands of the economy and theimpetus given by the Bologna process.Traditional universities and universities of applied science(Fachhochschulen) now all offer international and continuing trainingcourses. Many private universities and colleges have also beenfounded.Universities define preparation for working life and support in thetransition from university to employment as an important part of theirwork. Seminars on soft skills training are being offered and careersadvice centres are being set up.The labour market in a border region (Dreiländereck Aachen) makesadditional demands of the international profile of graduates of highereducation.

WHATIt is intended to show the following:• processes of change and adaptation in traditional higher education

establishments;• integration of a university in the Dreiländereck (point where three

counties meet) (DE/NL/BE);• setting up counselling and its implementation;• founding of a new university of applied science (Fachhochschule)

with ‘dual’ courses by the private sector.

HOW?The following visits are planned:• Rheinisch-Westfälische Technische Hochschule (Aachen) with its

college of founders• Aachen University for applied sciences (Fachhochschule)• Brühl European Fachhochschule (private)• Businesses in the border region as ‘customers’ and cooperation

partners of the various types of higher education institutes

WHOM?Actors in the field of higher education (from ministries and universities),human resource managers in undertakings (staff recruitment anddevelopment), representatives of employment agencies (careersinformation centres and university counselling), representatives ofemployees’ and employers’ associations.

ROLE OF HIGHER EDUCATION IN VOCATIONAL TRAINING

Role of universities in vocational training

Group No: 8

29 May-1 June 2006Aachen [DE]



• founding of universities by

the private sector

• international courses

• adapting to demand

• setting up college/region

WWW.www.bmbf.de – www.bibb.de – www.kmk.org

www.rwth-aachen.de – www.fh-aachen.de – www.eufh.de

Contact person

Ms Angelika JungInWEnt gGmbHWeyerstr. 79-83D-50676 KölnTel. (49-221) 209 82 32Fax (49-221) 209 81 14E-mail: [email protected]

WHYThe Flemish government considers the right to continuous training orlifelong learning as the only answer for both employed and unemployedworkers to develop in society. This includes not only training but alsosocial and employment conditions within which the citizen is offeredopportunities for continuous learning.The Flemish government has adopted an integrated policy (interactionof measures and initiatives) between the various Flemish authoritiesand representatives of unions and employers' organisations.Lifelong learning is coordinated by DIVA (Information training andharmonisation service), part of the Department of Education.

WHAT• Learn about the tools used by the Flemish government to underpin

its promotion policy for lifelong and lifewide learning.• Learn about the integrated policy and the combined efforts of training

stakeholders.• How low-skilled workers and older employees are motivated to

participate in LLL e.g. by the modular system.

HOW?• Visit organisations, e.g. Service for vocational training and DIVA,

both organisations of the Ministry of the Flemish Community.• Visit training centres, e.g. centre for adult education; Flemish

employment and vocational training agency; a regional technologicalcentre, Flemish Institute for Independent Entrepreneurship.

• Meet and talk to trainers, trainees, policy-makers, representatives ofunions and employers' organisations, heads of institutions, guidancecounsellors.

• Learn various methods for motivating and mobilising all kinds ofpersons to participate in lifelong learning.

WHOM?Persons interested in lifelong learning, representatives of unions andemployers' organisations, trainers of trainers, heads of traininginstitutions.


COMPETENCE DEVELOPMENT OF OLDER WORKERS

Flemish initiatives for lifelong learning

Group No: 9

24-27 April 2006Brussels and Flanders

region [BE]


• motivation of low-skilled

and unemployed

• cooperation of stakeholders

• modular training

WWW.http://diva.vlaanderen.be – www.hiva.be

www.vdab.be – www.ploteus.net – www.serv.be

Contact person

Mr Freddy TackMs Ingrid SnelDepartement Onderwijs - dienstBeroepsopleidingHendrik ConsciencegebouwKoning Albert II-laan 15B-1210 BrusselTel. (32-2) 553 87 00Fax (32-2) 553 88 45E-mail:[email protected]@ond.vlaanderen.be



Im Maastricht-Kommuniqué wird gefordert, als Teil der Umsetzung desKopenhagen-Prozesses das Studienbesuchsprogramm zur Förderungdes gegenseitigen, gleichrangigen, in Peer-Gruppen stattfindendenLernens einzusetzen. Dieser Studienbesuch wurde für ein solches Peer-Learning-Pilotvorhaben im Jahre 2006 ausgewählt.

Beim Lernen in Peer-Gruppen geht es darum, unterschiedliche Heran-gehensweisen an Politik und Praxis zu vergleichen bzw. einander gegen-überzustellen, um zu einem gemeinsamen Verständnis der Faktoren zugelangen, die für Erfolg stehen, und so das eigene Handeln zu verbes-sern bzw. die Umsetzung von Reformen zu erleichtern. Peer-Learningsoll politische Entscheidungsträger dazu anregen, bei der Erarbeitungvon Bildungs- und Berufsbildungsmaßnahmen im eigenen Land dasbestehende EU-Instrumentarium in seiner ganzen Fülle auszuschöpfen.

Die Teilnehmer werden von den Generaldirektoren für Berufsbildungbenannt. In Frage kommen Vertreter aus Ministerien und Regierungs-stellen, aber auch der Zivilgesellschaft, sowie praktisch Tätige, Expertenund Sozialpartnervertreter.

Die Teilnehmer sollten sich gut vorbereiten und ihr besonderes Interessean diesem Thema begründen können. Sie sollten ihren Lernbedarf klarermittelt haben und Beispiele nationaler Erfahrungen und bewährterVerfahrensweisen nennen können.

ERFORDERNISSE GERING QUALIFIZIERTER UND BENACHTEILIGTER GRUPPEN

Förderung von Benachteiligten in der beruflichen Bildung

6.-9. März 2006Frankfurt/Mainz [DE]

ArbeitsspracheDeutsch

Erstausbildungfür Jugendliche

Kontaktperson

Frau Angelika JungInWEnt gGmbHWeyerstr. 79-83D-50676 KölnTel. (49-221) 209 82 32Fax (49-221) 209 81 14E-Mail: [email protected]

WHYSheffield is a divided city containing some of the richest and poorestdistricts in the UK. Social and economic inequality is stark and has ledto individuals and communities feeling excluded or disaffected. The cityauthorities and local communities have promoted social inclusion andthe ideals of active citizenship through schemes such as the Ruskin MillEducational Trust: a project to combat educational and socialexclusion. By working with ethnic minorities, people with speciallearning needs and those from deprived areas the city hopes toencourage individuals to take an active role in society.

WHATParticipants will see:• social inclusion schemes for people with special learning needs and

minority groups;• an overview of the UK's approach to social regeneration

(improvements in quality of life);• examples of how learning at local level, focusing on democracy,

citizenship and community action, can give people confidence to gainskills and change their neighbourhood;

• schemes that aim to include people from deprived areas in their localcommunity.

HOW?Participants will have the opportunity to meet local policy-makers,people involved in implementing citizenship programmes and thosebenefiting from the schemes. There will be discussions with membersof local communities.Visits will include:• an inner-city farm that operates various community programmes;• a centre working with adults with learning disabilities;• a community centre;• economic and social regeneration projects.

WHOM?Policy-makers, people working with disadvantaged groups, thoseinvolved in community citizenship or social regeneration programmes.

Initial training for adults

NEEDS OF THE LOW-SKILLED AND DISADVANTAGED GROUPS

Active citizenship through inclusion

Group No: 10

24-28 April 2006Sheffield [UK]


• active citizenship

• social regeneration

• community participation

WWW.www.dfes.gov.uk – www.lsc.gov.uk – www.sheffieldfirst.com

Contact person

Mr Graham BirkinScotia WorksLeadmill RoadUK-S1 4SE SheffieldTel. (44-114) 296 55 08E-mail:[email protected]



WHYSport is a huge attraction for young people. It is being used as supportfor education at different educational levels. Sport in educationprogrammes stimulates the development of key competences. In theNetherlands, the number and active citizenship and social inclusion ofstudents in VET for sport is increasing. Sport can stimulate activecitizenship and social inclusion. The visit will take place in Zwolle at theregional training centre Landstede which has an active sport policy.Football and skating are important local activities.

WHATThe objectives are to:• get acquainted with the different sports qualifications and

competences in Dutch VET;• learn about different learning pathways and tailor-made educational

programmes for sports students;• show involvement of trade unions, employers and national sports

organisations and cooperation between sports branches and sportsleagues;

• become familiar with various contributions of sport to education;• exchange and discuss the successes and failures of sport in

education for social inclusion.

HOW?Participants will:• visit two regional training centres and meet management, teachers

and students to see good practices and discuss didacticalapproaches, contents of educational programmes and role of theteacher;

• visit sports organisations and institutions dealing with people at riskto get an impression of and discuss practical placement in VET;

• attend presentations on Dutch policy in VET and sport byrepresentatives of ministries, representatives of unions andemployers’ organisations and branch organisations.

WHOM?This visit will be of interest to experts in sport education, policy-makersin ministries, professional associations, employers and employeesorganisations and management, teachers and those dealing with youthat risk in VET institutions.

RECOGNITION OF QUALIFICATIONS Sports

Sport on the move in Dutch VET

Group No: 11

27-30 March 2006Zwolle [NL]


Initial trainingfor young people

• competences in sport

• partnerships at regional

level

• active citizenship

WWW.www.nocnsf.nl – www.nisb.nl/frames.htm – www.ovdb.nl

www.colo.nl – www.minocw.nl – www.leonardodavinci.nl

www.landstede.nl – www.sport.nl – www.eyes-2004.info/244.0.html

Contact person

Ms Tonnie van OpstalCINOPPO Box 1585NL-5200 BP 's-HertogenboschTel. (31-73) 680 07 65Fax (31-73) 612 34 25E-mail: [email protected]

WHYThe sports, recreation and tourism sectors are growth sectors withincreasing demand for qualifications and standards.Sports and recreation has developed in response to the increasingamounts of leisure time available and the awareness of the importanceof personal health and fitness.Tourism is especially important to Ireland for income generation andthe professionalism of tourism personnel is an important priority ineducation and training.

WHATThe visit will focus on the new Irish framework of qualifications and therange of awards available in further and higher education in the sports,recreation and tourism sectors. Participants will:• become familiar with the Irish education and training system;• be introduced to current policies of qualifications frameworks,

recognition of qualifications and development of new awards andstandards.

Several education and training programmes will be included inpresentations.Issues emerging at EU level and in identified sectors will be raised anddiscussed.

HOW?Participants visit:• National Qualifications Authority of Ireland• Higher Education and Training Awards Council (HETAC)• Further Education and Training Awards Council (FETAC)• Providers of programmes in sports, recreation and tourism to include

Fáilte Ireland (the National Tourism Development Authority), aninstitute of technology and a college of further education.

WHOM?Persons interested in sports and recreation and/or tourism will benefitfrom the visit. This can include employers, trainers and educators, tradeunion personnel and persons responsible for occupational standards.


RECOGNITION OF QUALIFICATIONS Sports and tourism

Qualifications in the sports, recreation and tourism sectors

Group No: 12

8-11 May 2006Dublin [IE]


• award standards

• national framework of

qualifications

WWW.www.NQAI.ie – www.hetac.ie – www.fetac.ie – www.ittralee.ie

www.scs.dife.ie – www.fas.ie – www.failteireland.ie

Contact person

Ms Karen TigheMs Eileen McGuireDepartment of Education and ScienceInternational SectionMarlborough StreetIRL-Dublin 1Tel. (353-1) 889 23 95Fax (353-1) 889 23 76E.mail:[email protected][email protected]



Le Communiqué de Maastricht, qui s’inscrit dans la mise en œuvre duprocessus de Copenhague, stipule que le programme de visites d’étudedoit favoriser l’apprentissage mutuel et l’examen par des pairs. Cettevisite a été choisie pour expérimenter l’apprentissage mutuel en 2006.

L’apprentissage mutuel consiste à comparer et confronter différentesapproches sur des aspects spécifiques des politiques et des pratiques.Ce qui devrait permettre une compréhension commune des facteurs deréussite pour ensuite faciliter la prise de décision politique et la mise enœuvre de réformes. Il devrait inciter les décideurs politiques des paysparticipants à prendre en compte des instruments communautaires exis-tants, lorsqu’ils élaborent des politiques nationales d’éducation et deformation.

Les participants seront désignés par les Directeurs généraux respon-sables de la formation professionnelle; il pourra s’agir de représentantsde ministères et d’agences gouvernementales, ainsi que de la sociétécivile, de praticiens, d’experts et de partenaires sociaux.

Les participants devront arriver bien préparés et expliquer la raison deleur intérêt pour le thème spécifique. Ils devront définir ce qu’ils veulentretirer concrètement de la visite et apporter des exemples d’expériencesnationales et de bonnes pratiques.

RECONNAISSANCE DES QUALIFICATIONS

Reconnaissance des personnes à faibles qualifications

15-19 mai 2006Lisbonne [PT]

Langue de travailfrançais

Formation initiale et continue

Contact

M. António José MartinsIEFPRua de Xabregas, 52P-1049-003 LisboaTél. (351) 218 61 41 28Fax (351) 218 61 46 18E-mail:[email protected]@netcabo.pt

WHYNumerous occupational standards have been developed by the centreof the Republic of Slovenia for preparing programmes of vocational andtechnical education and certifying national vocational qualifications.Recognising informal and non-formal learning (certification system) hasbrought many changes, from more flexible initial and adult educationand increased participation in lifelong learning to improving thequalification structure in companies.

WHATThe programme will familiarise participants with the system of informaland non-formal learning at different levels and institutions:• national stakeholders (e.g. Chamber of Commerce and Industry,

Ministry of Labour, Family and Social Affairs etc.);• regional providers of assessment procedures (discussions with:

managers of assessment agencies, guidance workers in assessmentagencies etc.).

HOW?Participants will first become familiar with the structure of the system atthe host organisation. Visits to other institutions will follow, to exchangeideas and to discuss examples of good practice.

WHOM?The visit will be of particular interest to decision-makers andprofessionals planning and implementing systems for recognising non-formal learning.


RECOGNITION OF QUALIFICATIONS

Recognition and assessment of non-formal and informal learning

Group No: 13

15-19 May 2006Ljubljana [SI]


• validation of competences

• assessment procedures

WWW.www.cpi.si – www.sigov.si/mddsz – www.mszs.si/slo

Contact person

Ms Barbara KuncicCentre of Republic of Slovenia forVETOb zeleznici 16SI-1000 LjubljanaTel. (386-1) 586 42 53Fax (386-1) 542 20 45E-mail: [email protected]



WHY• The Finnish system of recognition and validation of formal, non-

formal and informal learning is in many ways unique in the world.• It is based on successful and concrete cooperation between the

social partners and education authorities.• A recent OECD evaluation encourages Finland to disseminate the

system and its results (an example: some 45000 competence testsare taken annually).

WHATWe will introduce in detail the:• competence-based qualification system;• general language examinations;• personalised three-tier competence tests in networked environments

(diagnostic tests, personalised study plan, training);• development of the system.

HOW?• Meeting and discussions with representatives of central and regional

authorities, trade unions and employers’ organisations.• Visits to educational institutions, apprenticeship training sites and

workplaces, employment training.

WHOM?Teachers and decision-makers in adult education, initial vocationaleducation, labour market training, apprenticeship training, re-presentatives of unions and employers’ organisations.


Recognition of competences in Finland

Group No: 14

15-19 May 2006Helsinki [FI]


Initial andcontinuing training

• competence-based

qualifications

• personalisation of studies

• competence/skills tests

WWW.www.oph.fi – www.minedu.fi

Contact person

Ms Päivi LahtiFinnish National Board ofEducationHakaniemenkatu 2FIN-00530 HelsinkiTel. (358-9) 77 47 72 56Fax (358-9) 77 47 72 47E-mail: [email protected]

WHYThe Scottish VET system is based on unitised/modular provision anddemonstrates outcome and competence-based programmes, creditaccumulation, and is delivered locally through schools, colleges andprivate training providers. The Scottish Qualifications Authority (SQA)is the national body responsible for the design, development,accreditation, verification, quality assurance and certification ofvocational education. SQA works in partnership with practitioners ineducation and training, industry, commerce and governmentdeveloping new qualifications and managing existing qualificationportfolios.

WHATDelegates will receive:• introduction to SQA and key partners;• understanding of the Scottish credit and qualifications framework

(assessment, recognition and validation);• overview of the qualifications available in schools, colleges,

workplaces and communities that support lifelong learning;• knowledge of how informal and non-formal learning is recognised.

HOW?Participants will:• visit Scottish colleges, a university, work-based learning centres and

community-based centres;• receive presentations from influential organisations such as the

Scottish Executive Education Department, Scottish Enterprise,Futureskills Scotland, and a Sector Skills Council;

• meet with curriculum designers, training organisers, trainers andlearners in a range of learning situations.

WHOM?Vocational education/training practitioners, programme/curriculumdevelopers; organisers of work-based training programmes;representatives of unions/employer organisations.



Recognition and validation in Scotland

Group No: 15

16-19 May 2006Glasgow, Scotland [UK]


• competence-based training

• programme design

• qualification framework

WWW.www.sqa.org.uk – www.scotland.gov.uk

www.visitscotland.com – www.scottish-enterprise.com

Contact person

Mr Adrian KitchenProject ManagerExternal DevelopmentScottish Qualifications AuthorityHanover HouseUK-G2 7NQ GlasgowTel. (44-141) 242 23 13Fax (44-141) 242 24 24E-mail: [email protected]



WHYA visit centred on the need for farmers to learn new skills to enablethem to manage their businesses after the common agricultural policy(CAP) reform. The reform has completely changed the way the EUsupports its farm sector. The CAP is geared towards consumers andtaxpayers, while giving EU farmers the freedom to produce what themarket wants. Consequences are that the industry could stagnateduring this period of change resulting in Cumbrian agriculture fallingfurther behind in competitive terms with the rest of Europe.

WHATThe main aims are to:• understand how farmers in different EU regions are adapting to CAP

reform;• share good practice in sustainable farming after the CAP reform.The visit will investigate rural regeneration Cumbria funded schemesthat assist Cumbrian farmers to look at changes necessary to theirbusinesses since the reform.Participants will learn:• about the benefits of cooperation;• how to benchmark business performance;• how to implement change;• how to adapt production methods to modern demands.

HOW?You will visit:• Farming connect Cumbria – a programme of integrated business and

environmental advice and on-farm grants that assists farmers intaking a fresh look at their management, investment and skills needs;

• Pentalk – a programme for farmers to improve their IT skills both fortheir businesses and for networking;

• Junction 38 – a meat processing facility that provides learningopportunities for farmers wanting to access butchery skills to addvalue to their primary products.

WHOM?Agriculture/food sector, livestock farmers

RECOGNITION OF QUALIFICATIONS Agriculture and food

Facing the future in agriculture

Group No: 16

6-8 June 2006Cumbria [UK]


Initial training for adults

• farming reform

• quality of food produced

• business performance

WWW.www.ruralcumbria.co.uk

Contact person

Mr Richard LancasterProgramme ManagerRural Regeneration CumbriaHackthorpe Business CentreUK-CA10 2HX Hackthorpe CumbriaTel. (44-19) 31 71 11 38Mobile (44-0) 78 15 88 34 38Fax (44-19) 31 71 11 31E-mail:[email protected]

WHYLifelong guidance is seen as the building block of lifelong learning andit has a key role to play in promoting social inclusion and activecitizenship by helping people of any age to make educational andoccupational choices. In Sweden there is a decentralised system withgreat freedom for local authorities – guidance services at schools,university guidance and guidance within the labour marketadministration. Malmö university is one of only three offering a degree-programme for guidance counsellors. Malmö has also changed duringthe last decade from a society of heavy industry to a more knowledge-based region.

WHATParticipants will get familiar with:• guidance for young people in compulsory and secondary school;• guidance services for adults in adult education and local information

centres;• guidance and counselling in the Swedish labour market

administration;• the education of Swedish counsellors, the university degree

programme as well as further training for practitioners;• the work of the Swedish Association of Guidance Counsellors.

HOW?• Visits will include educational as well as labour market settings.• Participants will listen to presentations, get written material and the

opportunity to meet guidance practitioners and their clients.• Meetings with trainers of guidance counsellors and representatives

from a professional association for guidance practitioners.• Discussions on the Swedish model.

WHOM?This study visit will be of particular interest to: guidance practitioners ineducation and training or the labour market, policy-makers in lifelonglearning, trainers and researchers in guidance education.

Continuing training

LIFELONG GUIDANCE AND COUNSELLING

Lifelong guidance in Sweden

Group No: 17

13-17 March 2006Malmö [SE]


• recognition of competences

• counsellor education

WWW.www.ky.se/engelskainfo.html – www.hsv.se/en/

www.skolverket.se/english/ – www.ams.se/englishfs.asp?C1=223

www.lut.mah.se/syojouren/syv1.htm

www.skane.komforb.se/vagledarkompetensen/ – www.lu.se

Contact person

Ms Isabella Palomba RydénInternational Programme OfficeBox 22007S-104 22 StockholmTel. (46-8) 453 72 69Fax (46-8) 453 72 53E-mail: [email protected]



¿POR QUÉ?La Junta de Comunidades de Castilla-La Mancha (Toledo), crea haceun año el servicio de intermediación laboral como vehículo para facilitarel acceso al trabajo de los demandantes de empleo y para crearprogramas específicos para jóvenes, mujeres, parados de largaduración etc.

¿QUÉ?Se están llevando a cabo diversas acciones de orientación profesionalque faciliten el acceso al mercado laboral a las personasdesempleadas. Las medidas son: acogida; cheque-empleo mujer;formación profesional ocupacional con prácticas en empresas yacciones de orientación personalizadas. También adaptación de lastecnologías al servicio de los demandantes para facilitar su acceso alempleo: servicio telefónico de ofertas de empleo, ofertas de empleo enInternet, agenda electrónica para citaciones a acciones de orientacióny servicio de tutoría personal.

¿CÓMO?Planificando y realizando visitas y/o reuniones con:• servicio público de empleo de Castilla-La Mancha;• oficinas de empleo de la provincia;• servicios de orientación concertados con sindicatos y empresarios;• servicio de orientación de la Universidad de Castilla -La Mancha;• centros de formación profesional ocupacional;• escuelas-taller;• casas de oficios y talleres de empleo patrocinados por

Ayuntamientos, Diputación y Junta de Comunidades;• ventanilla única empresarial de la Cámara de Comercio;• servicio de orientación de la Delegación de Educación.

¿PARA QUIÉN?La visita será de particular interés para los:• representantes de instituciones de orientación profesional

(empresariales y sindicales) y del Ministerio de Educación yMinisterio de Trabajo;

• responsables de formación de jóvenes a nivel local, regional ynacional.

INFORMACIÓN Y ORIENTACIÓN PROFESIONAL A LO LARGO DE TODA LA VIDA

La orientación profesional de losjóvenes hacia la formación profesional

Número de grupo: 18

27-31 marzo 2006Toledo (Castilla - La Mancha) [ES]

Idioma de trabajoEspañol

Formación inicial para jóvenes

• mercado de trabajo

WWW.www.inem.es – www.mec.es – www.jccm.es – www.sepecam.jccm.es

Persona de contacto

Sra. Paloma Fernández-PeñaServicio Público de Empleo EstatalCondesa de Venadito, 9E-28027 MadridTel. (34) 915 85 95 66Fax (34) 915 85 98 09E-mail: [email protected]

WHYA working group on guidance and counselling was recently set up bythe Ministry of Education, Youth and Employment. The disadvantagedgroups which will be targeted are persons with disability, job seekers,unskilled and older unemployed workers and persons coming fromsocially deprived areas. Guidance and counselling is one of the maintools for promoting equal opportunities and employability on the labourmarket.

WHATParticipants will learn about and discuss:• insight into the guidance and counselling system in Malta;• guidance and counselling for disadvantaged groups;• vocational guidance to increase employability;• policy-making - addressing equal opportunities through guidance and

counselling;• the inclusion of all stakeholders.

HOW?The programme will consist of:• presentations from various stakeholders, including guidance and

counselling practitioners, representatives from the Ministry ofEducation, Youth and Employment, trade unions, employmentservices, etc.

• discussions with service providers and experts from related sectors• visits to various centres providing guidance and counselling services

and NGOs working with disadvantaged groups

WHOM?The main target groups are:• Practitioners from the guidance and counselling sector with a

particular interest in equal opportunities.• Decision-makers, policy implementors and other experts.

Continuing training


A vehicle towards equal opportunities

Group No: 19

24-27 April 2006Valletta [MT]


• socially disadvantaged

groups

• equal opportunities

• increasing employability

WWW.www.education.gov.mt – www.mfss.gov.mt

http://schoolnet.gov.mt/guidance

Contact person

Mr Alessandro CristinaMr Brian BorgEuropean Union Programmes UnitLeonardo da Vinci National Agency36, Old Mint StreetMALTA-VLT 12 VallettaTel. (356) 21 23 35 64Fax (356) 25 58 61 39E-mail:[email protected]@gov.mt



WHYLifelong guidance is a hot topic in Lithuania. The trends for developinga lifelong guidance system were stated in the national career guidancestrategy which was approved by national authorities in 2003. Theimplementation strategy will be presented to participants who will meetrepresentatives of relevant institutions in Vilnius and Kaunas and takepart in peer learning activities.

WHATParticipants will be introduced to:• the VET system;• the guidance and counselling services for various target groups;• the tools and methods used by guidance practitioners.During meetings with national and local authorities, guidancepractitioners and others, participants may discuss strategic andpractical development of lifelong guidance systems.

HOW?Objectives will be reached by:• meeting decision-makers, trainers, employees, social partners, etc.;• visiting university career centres, guidance counselling centres,

employment offices, etc.;• presentations on learning opportunities for guidance practitioners;• looking at tools (web tools) and methods used by guidance

practitioners;• discussions comparing Lithuanian and participants' countries lifelong

guidance experiences;• demonstrations of EU and nationally funded projects.

WHOM?This visit is for: decision-makers, experts, researchers, guidancepractitioners, representatives of national or local authorities, trainers ofguidance practitioners.


Developing a lifelong guidance system in Lithuania

Group No: 20

15-18 May 2006Vilnius, Kaunas [LT]



• career guidance

• guidance methods and

tools

• counsellor training

WWW.www.euroguidance.lt – www.smm.lt – www.aikos.smm.lt

www.socmin.lt – www.ldrmt.lt – www.ldb.lt – www.vdu.lt/prsc

Contact person

Ms Neringa MiniotieneGelezinio Vilko Str. 12LT-2600 VilniusTel. (370-5) 249 81 89E-mail: [email protected]

POURQUOILes partenaires sociaux (les représentants des employeurs et des sala-riés) ont un rôle fondamental dans les systèmes français de formationprofessionnelle continue et de certification. Ce rôle s’exerce par:(1) la négociation collective: «construction négociée» de la formation

professionnelle et des certifications au niveau des entreprises, desterritoires, des branches professionnelles et de l’interprofessionnel;

(2) la gestion paritaire (représentation égale des syndicats et du patronat):définition des moyens d’accès, de financement et de développementde la formation. La réforme de la formation professionnelle tout aulong de la vie, engagée en 2004, et le dialogue social ouvrent uncycle de négociations sans précédent. Cette visite mettra aussi l’ac-cent sur la construction des certifications, notamment à travers lesystème des CQP (Certification des qualifications professionnelles)et de la validation des acquis de l’expérience.

QUOILa visite d’étude permettra de comprendre:• le fonctionnement du système français de formation professionnelle;• l’impact du dialogue social dans l’élaboration des politiques et des

dispositifs de formation;• les enjeux et les difficultés d’une gestion paritaire;• les objectifs de la négociation dans les branches et les entreprises.

COMMENT• En confrontant les points de vue de partenaires sociaux impliqués dans

des négociations;• en élargissant les témoignages à un responsable d’un organisme pari-

taire, un chef d’entreprise, un représentant de la Commission de certi-fication, un chercheur…;

• en s’intéressant au rôle des partenaires sociaux dans la certificationet la validation.

POUR QUI• Les représentants des employeurs et des salariés;• les personnes impliquées dans des relations paritaires, notamment

liées à la certification des qualifications professionnelles ou à la vali-dation des acquis de l’expérience.

Formation continue

LE ROLE DES PARTENAIRES SOCIAUX DANS LA FORMATION PROFESSIONNELLE

Impact et enjeux du dialogue social

No de groupe: 21

15-19 mai 2006Paris [FR]

Langues de travailanglais et français

• gestion paritaire

• certification

WWW.www.travail.gouv.fr/formation/loi40504.html

www.centre-inffo.fr/maq100901/dispositif/index.htm

Contact

Mme Marie-Paule MontayRACINE73, rue PascalF-75013 ParisTel. (33) 144 08 65 10Fax (33) 144 08 65 11E-mail: [email protected]



WHYThe social partners (representatives of unions and employers’organisations) play a fundamental role in the French system ofcontinuing vocational training and certification. They play this rolethrough:(1) collective bargaining, ‘negotiated construction’ of vocational

training and certification, at the level of businesses, communes anddepartments, occupational and inter-occupational groups;

(2) joint management (equal representation of unions and employers’organisations), definition of the means of accessing, funding anddeveloping training. The reform launched in 2004 to do with lifelongvocational training and the social dialogue has opened anunprecedented round of negotiations. The study visit also stressesthe construction of certificates, in particular through the system ofCQPs (certificate of vocational qualifications) and the validation ofexperiential learning.

WHATThe visit will facilitate and understanding of:• the functioning of the French vocational training system;• the impact of the social dialogue in the formulation of training policies

and schemes;• the issues and difficulties involved in joint management;• the objectives of negotiations in sectors and businesses.

HOW?• By comparing the points of view of the social partners involved in the

negotiations;• also hearing the points of view of a head of a jointly managed

organisation, a company manager, a representative of thecertification commission, a researcher, etc.;

• by taking a look at the role of the social partners in certification andvalidation.

WHOM?• Employers’ and workers’ representatives;• people involved in relations between the two sides, in particular as

regards the certification of vocational qualifications and the validationof prior learning.

THE ROLE OF SOCIAL PARTNERS IN VET

Social dialogue: impact and issues

Group No: 21

15-19 May 2006Paris [FR]

Working languagesEnglish and French

Continuing training

• joint management

• certification

WWW.www.travail.gouv.fr/formation/loi40504.html

www.centre-inffo.fr/maq100901/dispositif/index.htm

Contact person

Ms Marie-Paule MontayRACINE73, rue PascalF-75013 ParisTel. (33) 144 08 65 10Fax (33) 144 08 65 11E-mail: [email protected]

WHYThe food sector is one of the most dynamic in the Greek economic andsocial environment exploiting local and regional characteristics andadvantages. Santorini is one of the most developed tourist regions ofGreece offering education and training in the food sector, especiallywine production. Santorini wine is one of the most famous wines ofGreece. There is also a tradition of active involvement of unions andemployers' organisations in developing and implementing varioustraining courses in enterprises.

WHATOur visit will focus on the quality aspect of local food and winedeveloped in the broader area of Santorini island. The objectives are togive participants an overview of the education and training system inGreece, especially in the food and wine sector and present the variousactors in the food training area, such as cooperative organisations andenterprises and research centres.

HOW?By combining training with the local labour market, the programme willinclude visits to training centres and cooperative enterprises.

WHOM?This study visit will be of particular interest to education specialists,policy-makers, social partners (representatives of unions andemployers' organisations) and researchers in the food sector.


THE ROLE OF SOCIAL PARTNERS IN VET Food

Vocational training in the food sector

Group No: 22

20-23 June 2006Santorini island [EL]


• food quality control

• cooperation of stakeholders

• local needs-based training

WWW.www.oeek.gr – www.ypepth.gr – www.pi-schools.gr

Contact person

Mr Loucas ZahilasMs Aikaterini ParaskevopoulouOEEK41 Ethnikis Antistaseos AvenueGR-14234 N. Ionia AthensTel. (30) 21 02 70 90 20/(30) 2102 70 91 16Fax (30) 21 02 75 55 47E-mail:[email protected]@oeek.gr



WHYAssuring the quality of vocational education and training is essential.Inspections are well established in the UK. There have been specificinspections of post 16 compulsory education and training since 1992and work-based learning since 1998. The Adult Learning Inspectorate(ALI) has considerable experience of carrying out inspections in arange of vocational contexts for all learners of 16+ years. ALI has beeninstrumental in designing the common inspection framework throughwhich all provision is judged.ALI has also undertaken a survey into quality assurance systems usedwithin England. ALI’s provider development unit is involved in advisingfailing training organisations to improve and implement effective qualityassurance processes.

WHAT• Familiarisation with the quality improvement processes within the

post compulsory sector (16+) in England, such as self-assessmentand inspection.

• Developing an inspection framework that focuses on learner benefitsfrom training.

HOW?• Meet ALI’s staff involved in inspection including directors, inspectors,

and inspection managers, managers of key support such as planningand resourcing.

• Observe an inspection in either a work-based learning provider, afurther education college, adult and community learning provider.

• Meet a representative of ESTYN (Chief inspector of education andtraining in Wales) and other inspection agencies.

• Meet key partners including representatives from colleges, work-based training providers, funding organisations such as the Learningand Skills Council and Jobcentre Plus, and those advising youngpeople.

WHOM?Key people such as managers and trainers involved in vocationaleducation in the following areas: delivery, management, funding,quality improvement, assurance and research.

QUALITY ASSURANCE MECHANISMS FOR TRAINING

Inspection and evaluation of vocational training

Group No: 23

20-23 March 2006Coventry [UK]



• self-assessment

• inspection framework

WWW.www.ali.gov.uk – www.lsc.gov.uk – www.jobcentreplus.gov.uk

www.connexions.gov.uk

Contact person

Mr Bryan DaviesAdult Learning InspectorateSpring PlaceHeralds AvenueCoventry Business ParkUK-CV5 6UB CoventryTel.: (44-24) 76 71 66 00Fax: (44-24) 76 71 78 28E-mail: [email protected]

WHYThis theme has an international, national and regional focus within theeducational system on different levels to foster entrepreneurs andinnovators of the future. Bodø is the county capital easily reachablefrom Oslo where various young enterprises (YE) are found. Theeducational sector has established YE as a permanent option for pupilsfrom the age of 12-19. The regional university offers a programme forteachers/trainers who want to work with/promote the YE concept inschools and businesses. Participants will have a unique opportunity tovisit the annual YE fair comprising more than 80 YE groups from allover the county.

WHATThe main objectives are to understand:• integration of school and entrepreneurship• how YE is promoted in the county• how the concept of young enterprises is organised in the county.

HOW?• Meeting/discussions with the regional Confederation of Norwegian

Business and Industry;• meeting/discussions with the local labour market centre which

promotes contacts between local enterprises and unemployed;• meeting/discussion with representatives from the regional University

of Bodø;• visits to schools, (age level 12 to 19) to meet school leaders and

participating youngsters;• excursions to enterprises where YE is partly integrated in the

company.

WHOM?Special interests for representatives from:• trainers;• researchers;• representatives from confederations of business and industry;• representatives from regional and/or national education.


DEVELOPING ENTREPRENEURSHIP AMONG YOUNG PEOPLE

Young entrepreneurs in an Arctic setting

Group No: 24

27 February-3 March 2006

Bodø Nordland [NO]


• regional development

• county fair

• integration of school and

entrepreneurship

WWW.www.aniara.no/studyvisit

Contact person

Mr Arild DjupvikFylkeshusetNO-8048 BodøTel. (47) 75 65 02 03Fax (47) 75 65 02 01Mobile (47) 91 70 18 43



WHYThe dynamics of Italy’s production system displays problematicaspects often because businesses lack occupational development andinnovation capacity. A decisive response to employment-relatedproblems is however being sought in an upgrading of Italy’s economicfabric, which is based primarily on small and medium-sized enterprises.The education system needs to make a significant contribution to thecreation of a more entrepreneurial culture starting with the initialtraining of young people, through the development of links betweenstudents and the local area. Throughout Italy, numerous projects forhigh school and university students have been developed by variousactors (local authorities, employers’ organisations, sectoralorganisations) to promote and support training initiatives not only instarting up a business but also in orienting students and making themaware of the entrepreneurial world.

WHATThe visit will present the national and regional policies and regulationson the subject, initiatives and projects developed by the actors in thesystem to foster business start-up and inter-institutional collaboration.

HOW?• Meetings and discussions with actors in the system (representatives

from the ministry, the regions, the provinces and the communes,chambers of commerce, sectoral organisations);

• visits to training institutes and bodies, organisations which supportstart-up initiatives, meeting with young entrepreneurs.

WHOM?Representatives of public bodies, training bodies, local authorities,chambers of commerce and sectoral organisations.


Initiatives to foster the creation of entrepreneurial activities

Group No: 25

3-6 April 2006Veneto [IT]



• economic development

• business start-up

WWW.www.miur.it – www.welfare.gov.it – www.isfol.it – www.unioncamere.it

Contact person

Ms Diana MacrìIsfolVia Morgagni 33I-00161Tel. (39) 06 44 59 06 29Fax (39) 06 44 59 06 39E-mail:[email protected]@yahoo.it

WHYThe agri-food sector continues to play an important economic andsocial role in Dutch society and in export to EU countries.In line with the Lisbon goals, developing entrepreneurship in VET is apriority for our ministries (joint actions). The food valley in the region ofWageningen combines educational institutes from different levels withinnovative companies and knowledge institutes. Key issues are thefood chain and food safety, small enterprises and assessingentrepreneurial skills.

WHATThe objectives are to:• get an overview of the national qualification structure in agri-food and

retail• identify the skills and competences for entrepreneurship in vocational

profiles and in schools• learn about the social dialogue by meeting key national players• see examples of accreditation of prior learning (APL) in agri-food

enterprises

HOW?Participants will:• get presentations from SME umbrella organisations, branch

organisations, employers and employees organisations, nationalexpertise centres;

• visit a regional and an agricultural educational institute, and twoenterprises with good practices for developing entrepreneurial skills;

• meet with management, teachers and students about the successesand failures of entrepreneurship training;

• have discussions with policy-makers, trainers, social partners andproject managers.

WHOM?This visit will be of interest to experts in agri-food and entrepreneurship:educational professionals, developers of competences for SMEs, agri-food employers and employees organisations, and chambers ofcommerce.


DEVELOPING ENTREPRENEURSHIP AMONG YOUNG PEOPLE Agriculture and food

Entrepreneurship in agri-food

Group No: 26

15-18 May 2006Wageningen [NL]


• entrepreneurial skills

• college company as

incubator

• accreditation of prior

learning

WWW.www.aequor.nl – www.kchandel.nl – www.minocw.nl – www.minlnv

www.aocraad.nl – www.mbk.nl – www.vno-ncw.nl/web/show/id=96470

www.entredu.com – www.entreva.net – www.eim.net/smartsite.dws?id=148

www.gemconsortium.org – www.oecd.org/dataoecd/17/15/33777767.pdf

www.kenniscentrumevc.nl

Contact person

Ms Tonnie van OpstalCINOPPO Box 1585NL-5200 BP 's-HertogenboschTel. (31-73) 680 07 65Fax (31-73) 612 34 25E-mail: [email protected]



WHYYouth enterprises where students establish their own companies anddevelop their own products in upper secondary schools and vocationalschools in Estonia is quite new. Establishing innovative approaches forleading pupils towards enterpreneurship and independent thinking isimportant, underlined by a government spokesman. 'If we want tosurvive in the 21st century we have to unlock the creativity,enterpreneurship and innovative mindset amongst young people'.Tallinn, the capital of Estonia, is a centre of different enterpreneurshipprogrammes. North-East Estonia has a high unemployment rate.

WHATParticipants will learn about:• enterpreneurial ideas provided in Estonian schools• Estonian vocational training system• Estonian business education programme• student companies programme• business incubator as a supporting structure for enterpreneurship

HOW?Participants will:• meet representatives from unions, schools and employers'

organisations, pupils and students, all engaged in enterpreneurship;• meet representatives of Junior Achievement Estonia, Estonian

Chamber of Commerce, Estonian Business School and EnterpriseEstonia;

• visit schools with experience of enterpreneurship and North-EasternCounty officials to discuss new developments.

WHOM?Decision-makers, planners of enterpreneurial training; representativesof unions and employers' organisations, vocational educationinstitutions - organisations interested in developing enterpreneurship.Teachers, trainers, curricula developers.


Raising enterpreneurial spirit among young people

Group No: 27

15-19 May 2006Tallinn [EE]



• innovative approaches

• business incubator

• youth enterprises

WWW.www.innove.ee – www.eas.ee – www.ja.ee – www.koda.ee

Contact person

Ms Ramia AllevMs Anne HüttFoundation for Lifelong LearningDevelopment - InnoveLiivalaia 2EE-10118 TallinnTel. (372) 699 80 72/73Fax (372) 699 80 81E-mail:[email protected]@innove.ee

WHYIncreased access to technology such as broadband, video and web-based services, opened up new opportunities for flexible learning.Focus on the digital competence of teachers, requires new skills and aninnovative approach to support learning.The Rogaland region of Norway is dominated by the petroleum industryin the area around Stavanger. It is geographically varied combining alarge urban area with sparsely populated rural parts and mountainousareas which provide challenges to economic development and accessto lifelong learning. ICT has become a proven tool in overcoming suchobstacles.

WHATParticipants will learn about:• the unions and employers' organisations role and involvement in

providing lifelong learning• tools and strategies developed to increase teachers’ digital

competences• implementing digital tools for adult learning and providing ICT-based

learning in vocational training, adult learning, precourses anduniversity courses

• the resource centre model and ICT as tools to provide flexiblelearning

HOW?• Lectures and presentations of ideas and experiences• Visits to various sites involved in providing ICT-based learning• Meetings with animators and teachers of ICT-based learning and

discussions with students, teachers and employers

WHOM?Employers organisation: the regional branch of the association of tradeand industry (NHO) and the regional branch of the national trade unionassociation (LO), trainers of trainers, researchers, representatives oflocal and regional authorities and teachers.


CHALLENGES FOR TEACHERS AND TRAINERS

New ways of learning, use of ICT

Group No: 28

8-12 May 2006Stavanger [NO]


• e-learning models

• web-based training

• video training

WWW.www.rkk.no

Contact person

Mr Ole ImslandRogaland Training and EducationCentreArkitekt EckhoffsgatePO Box 130NO-4001 StavangerTel. (47) 51 51 68 17Fax (47) 51 52 38 60E-mail: [email protected]



WHYFollowing the policy of decentralisation, launched with the recentrevisions of the Constitution, the state is no longer the only actor in thesystem thanks to the upgrading of the autonomous powers of localauthorities (communes, provinces, metropolitan districts and regions)and of schools. Decentralisation and integration have led to changesthat very much concern anyone attending school and vocationaltraining centres or who wants to return to studies to improve their CVand have better chances in the labour market. The implementation ofthe decentralisation of labour and vocational training policies has ledcentral government to gradually entrust greater competences andresponsibilities to the regions and other local authorities, which has hadan influence on the efficiency of the planning and organisation oftraining activities geared to certification and recognition of vocationalskills.

WHATThe visit will present the role of the local authorities in vocationaleducation and training and the collaboration between the various localactors. In particular:• the role and responsibilities of the states;• the fields of competence of the regions, provinces and the

communes;• the involvement of the local actors (businesses, employers’ and

employees’ organisations, training bodies and associations).

HOW?• Meetings and discussions with actors in the system (representatives

from the ministry, the regions, the provinces and the communes,representatives of training bodies and employers’ and employees’organisations);

• visits to institutional bodies, training centres and job centres.

WHOM?The visit is intended for local authority officials responsible foremployment and training policy and representatives of local players.

PRESENTATION OF NATIONAL SYSTEMS

The role of local authorities in Italian vocational training

Group No: 29

27 February-2 March2006

Palermo [IT]



• autonomy

• partnership

WWW.www.welfare.gov.it – www.miur.it – www.isfol.it

Contact person

Ms Diana MacrìIsfolVia Morgagni 33I-00161Tel. (39) 06 44 59 06 29Fax (39) 06 44 59 06 39E-mail:[email protected]@yahoo.it

WHYBulgaria is about to enter the European Union. This is a great challengefor the whole country, the country’s economy and for education inparticular. The transformation of the VET system to meet better theneeds of the market-oriented economy is continuing.Bulgaria has a long tradition of vocational training and despite changesover the past years, vocational training institutions are still attractive.

WHAT• The visit will focus on the many experiences of the Bulgarian VET

system;• participants will learn about best practices in the VET system for

young people;• the Bulgarian examples will serve as background for discussion

about current trends of the European VET system.

HOW?• Visit government organisations, training institutions, representatives

of unions and employers' organisations;• observe students in the classroom;• meet and talk to policy-makers, training managers, labour offices,

promoters of projects defined as best practices;• discuss strong and weak points of the VET system in Bulgaria.

WHOM?The study visit is oriented towards people dealing with initial vocationaltraining, managers and initial vocational programme administrators,and trainers.


PRESENTATION OF NATIONAL SYSTEMS

VET in Bulgaria

Group No: 30

15-18 May 2006Sofia [BG]


• VET reform

• meeting economy needs

WWW.www.etf.eu.int

Contact person

Ms Daniela StanevaNA "Leonardo da Vinci"15, Graf Ignatiev Str.BG-1000 SofiaTel. (359-2) 915 50 24Fax (359-2) 915 50 49E-mail: [email protected]://leonardo.hrdc.bg



WHYA highly developed and well-organised banking and finance sector isespecially important to a service-oriented economy such as that ofCyprus. All major banks, financial organisations and insurancecompanies have developed their own training function and maintaintheir own training centres, offering continuous vocational training totheir employees. Employers' associations and trade unions are alsoactive in training. The study visit will be conducted in Nicosia wheremany organisations have their headquarters.

WHATParticipants will learn about:• banking and finance sector in Cyprus;• continuing vocational training system used by banks, insurance

companies and financial organisations;• policies and organisation, methods and tools, funding and major

players of the vocational training system;• challenges faced by the vocational training system in general and the

banking and finance sector in particular.

HOW?The study visit will include the following:• presentations and discussions with competent authorities, bodies

and organisations in vocational training and in banking and financeas well as trade unions and employers´ organisations;

• visits to training centres of banks, the insurance industry, the StockExchange, etc.;

• meetings with human resources managers, training managers andtrainers in banking and finance.

WHOM?The visit will be of particular interest to: human resources managers,trainers, representatives of trade unions and employers, vocationaltraining experts in the banking and finance sector and officials fromnational authorities competent for vocational training and/or thebanking and finance sector.

PRESENTATION OF NATIONAL SYSTEMS Banking and finance

Continuing vocational training in the banking and finance sector

Group No: 31

15-19 May 2006Nicosia [CY]


Continuing training

• in-company training

• role of trade unions and

employers' organisations

WWW.www.hrdauth.org.cy

Contact person

Ms Anthoula PapadopoulouAdministration and PersonnelDirectorateHuman Resource DevelopmentAuthority of Cyprus (HRDA)P.O. Box 25431CY-1392 NicosiaTel. (357) 22 39 03 13/

22 51 50 00Fax (357) 22 49 69 49E-mail:[email protected]

WHYSince 1992, young Danes in initial vocational training have had periodsof work placement in all EU and EFTA countries recognised as anintegral part of their Danish VET education. Funds were made availableto finance the extra costs of the placement abroad, either to theindividual trainee or the Danish training company if the trainee hadsigned a contract with a company. The scheme is operated jointly byemployers both in the private and public sectors to increase the qualityand quantity of work placements in IVET.

WHATThe programme will:• provide an overview of the Danish vocational education and training

system for young people;• show how mobility can be an integrated part of VET programmes;• clarify the operation and financing of the PIU programme and present

recent research on the learning outcome of work placement abroadduring apprenticeship.

HOW?• Presentation of Danish initiatives to strengthen mobility in VET;• visit to a college and company that avail themselves of the

international possibilities in VET;• visit to AER - the employers' reimbursement system;• debate on the strengths and weaknesses of international mobility

programmes;• meeting and debate with apprentices, employers and hosting

experts.

WHOM?The programme will be of special interest to decision-makers invocational education and training, training managers, employers'associations, and other stakeholders in VET working with mobility andinternationalisation.


THE EUROPEAN YEAR OF WORKERS' MOBILITY

Mobility and the Danish VET system for young people

Group No: 32

6-8 February 2006Copenhagen [DK]


• mobility during education

• transferability

• employability

WWW.www.ciriusonline.dk – www.uvm.dk – www.aer.dk

www.ciriusonline.dk/piu

Contact person

Ms Ingrid JohansenCiriusFiolstræde 44DK-1171 Copenhagen KTel. (45) 33 95 70 82Fax (45) 33 95 70 01E-mail: [email protected]



WHYThe purpose of mobility projects is to strengthen the European natureof initial and continuing vocational training. They help to deepentheoretical and practical knowledge and develop foreign languageskills, especially technical language. They also further cooperationbetween partners from education and business and will showparticipants programmes in Hungary after accession to the EU.

WHATParticipants will:• gain an overview of different types of mobility projects in Hungary,

their background and trends;• share research results;• see how quality in mobility activities is recognised;• learn of the importance of Europass in vocational training for students

and employers.

HOW?Participants will:• meet representatives of organisations that work on promoting

mobility;• share results of successful projects in institutions of secondary and

higher education.

WHOM?• Representatives and teachers from secondary and higher education

institutions involved in vocational training who have been or wouldlike to be involved in various mobility projects;

• researchers of mobility;• employers’ representatives.

THE EUROPEAN YEAR OF WORKERS' MOBILITY

Mobility in vocational education in Hungary

Group No: 33

10-12 April 2006Budapest [HU]



• transparency of practical

training

• Europass

• recognition of vocational

qualifications

WWW.www.tpf.iif.hu – www.nive.hu – www.om.hu

Contact person

Ms Krisztina DomiánBihari J. u. 5.HU-1055 BudapestTel. (36-1) 301 32 89E-mail: [email protected]

POURQUOI?L’UE a placé sous le signe de la «mobilité». Au printemps 2005 l’Alle-magne a mis en application une réforme de la loi sur la formation profes-sionnelle (BBiG). Désormais, les Allemands peuvent effectuer des partiesentières de leur formation dans des pays voisins. Le nouveau texte profitenotamment aux projets transfrontaliers de formation internationale.Les volets de formation menés avec succès à l’étranger sont inscritsdans le nouvel «Europass mobilité», qui a remplacé, en janvier 2005,l’«Europass formation professionnelle».L’Europass mobilité consigne les séjours d’apprentissage et les stages,également pour les participant(e)s venant d’écoles, d’établissementssupérieurs ou de la formation des adultes.

QUOI?Présentation générale des programmes de mobilité actuels dans l’UE(Leonardo da Vinci, Socrates et programmes bilatéraux). Les partici-pants découvriront des projets achevés ou en cours. Dans la secondepartie de la visite, ils étudieront la formation transnationale de vendeuren services de transport (DE-Karlsruhe/FR-Strasbourg).

COMMENT?La visite amènera les participants dans des entreprises, des écolesprofessionnelles, des établissements d’enseignement supérieur, deschambres professionnelles et des organismes privés de formation. Elles’achèvera par une discussion avec un délégué syndical et un repré-sentant patronal.

POUR QUI?Les responsables de la formation initiale et continue en entreprises, lesdirecteurs d’établissements de formation initiale et continue, les agentsdes sections internationales d’établissements supérieurs, les conseillersen formation initiale et continue de chambres professionnelles, les direc-teurs d’écoles professionnelles et les représentants d’organisations syndi-cales et patronales.

Formation initiale et continue

L’ANNEE EUROPEENNE DE LA MOBILITE DES TRAVAILLEURS

Se former à l'étranger

No de groupe: 34

24-28 avril 2006Munich et Karlsruhe [DE]

Langue de travail: français

• réforme de la loi sur la

formation professionnelle

• Europass mobilité

• formation transfrontalière

en partenariat

WWW.www.bmbf.de – www.europa.inwent/org – www.bahn.de/azubi

www.europass-mobilitaet.de

Contact

Mme Angelika JungInWEnt gGmbHWeyerstr. 79-83D-50676 KölnTél. (49-221) 209 82 32Fax (49-221) 209 81 14E-mail: [email protected]


Cedefop (European Centre for the Development of Vocational Training)


Cedefop

Luxembourg: Office for Official Publications of the European Communities

2005 – VI, 40 pp. – 17.5 x 25 cm

ISBN 92-896-0418-2

Cat. No: TI-08-05-001-1R-C

Free of charge – 4046 EN –

study visits catalogueold.nvf.cz/spps/dokumenty/catalogue_1_2006.pdf · 2 cedefop – study visits...

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