Preparation by Candidate Countries for Involvement in the EU Lifelong Learning Policy: Achievements, Gaps and Challenges. Synthesis of the Monographs Exercise. Interim Report.

Autor/in	Masson, Jean-Raymond
Institution	European Training Foundation, Turin (Italy).
Titel	Preparation by Candidate Countries for Involvement in the EU Lifelong Learning Policy: Achievements, Gaps and Challenges. Synthesis of the Monographs Exercise. Interim Report.
Quelle	(2002), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Education; Curriculum Development; Decentralization; Education Work Relationship; Educational Attainment; Educational Change; Educational Development; Educational Resources; Foreign Countries; Institutional Autonomy; International Educational Exchange; Job Training; Labor Force Development; Labor Needs; Lifelong Learning; Partnerships in Education; Postsecondary Education; School Business Relationship; Vocational Education; European Union + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decentralisation; Dezentralisierung; Bildungsabschluss; Bildungsgut; Bildungsreform; Bildungsentwicklung; Bildungsmittel; Ausland; Institutionelle Autonomie; Internationaler Austausch; Berufsqualifizierender Bildungsgang; Arbeitskräftebestand; Labour needs; Arbeitskräftebedarf; Life-long learning; Lebenslanges Lernen; Hochschulpartnerschaft; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung
Abstract	The reforms undertaken in the vocational education and training systems and the public employment services systems of European Union (EU) candidate countries in the 10 years since the transition have resulted in the following achievements: (1) participation in upper secondary and tertiary education has increased and curricula for general education have been revised, leading to an increase in educational attainment; (2) autonomy of schools, encouragement of private training providers, and decentralization have led to new possibilities for social and economic cooperation; (3) legislation and policy documents are in place to support education; and (4) the systems have been responsive to short-term needs of the labor markets and individuals. However, gaps in relation to EU standards remain wide and some of the following problems still exist: (1) resources are lacking in some countries; (2) there is a critical shortage of school teachers; (3) there is a lack of technical equipment for practical training and a general lack of cooperation between schools and companies; (4) the process of reforming vocational curricula has been slow and continuing vocational training lacks a comprehensive framework; and (5) social inclusion objectives have received insufficient support. (This draft is incomplete as three monographs, concerning Bulgaria, Latvia, and Romania, have yet to be prepared.) (MO)
Anmerkungen	For full text: http://www.etf.eu.int/WebSite.nsf/Pages/D8F24C0B745FE7B5C1256C6E00319777/FILE/Monograph_interim.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC