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CEDEFOP pub. Summary report on a comparison of the training of trainers in EC countries - covers occupational qualifications and working conditions and ways to improve them in view of technological change and youth unemployment; discusses training policies relating to alternating training and continuing vocational training. Diagrams.
In recent years, economic and demographic changes have brought into question the adequacy of initial education programmes for continuous employment. While the primary focus of debate has been on creating structures of continuous education and training linked to the economic needs of Britain, arguments and movements for wider access to all forms of learning have continued to be made. Drawing on the experience of other European countries as well as Britain, this book addresses the three major themes of the ongoing debates: who participates in what forms of education and training and how can access be widened and increased: the relationship between economic development, education and training; the education and training developed by social movements, and the changes sought in the formal sector of provision.
Trainers must be prepared to provide traditional training and to help design original training systems that make it possible to build up new professional identities. The existing literature provides a clear view of the demand for training for trainers. Studies are now focusing on ways in which the training supply is meeting this demand. Some problems raised by trainers in basic vocational training are limited autonomy and little opportunity for educational innovation, obstacles to student and teacher mobility among Member States of the European Community, and unattractive career advancement and salaries. Trainers in continuing education who have opportunities for greater initiative and autonomy cite these trends: emergence of a more clearly defined training management function, use of outside services, decrease in relative numbers of full-time trainers in enterprise, decentralization of training, and increasing importance of training needs analysis. Studies suggest distinctions among teachers, full-time trainers, and occasional trainers. Specialists in educational engineering and training engineering and training management specialists and technicians are also emerging. The question is how to envisage the training of trainers in a period of transition between the current destructuring stage and establishment of a new integrating cultural model which entails a genuine change of culture. Other problems are opening up access and increasing use of the supply of training. (YLB)
CEDEFOP pub. Selective annotated bibliography on the training of trainers in the UK and of teaching and training material for the use therein.
Published in 1998, Education and training in the European Union is a policy area aiming to enable young people to experience the ‘reality of Europe’ through various forms of cooperation, including training periods in firms in other member states, university courses in the Community countries and exchanges. This book examines why the Community decided to take actions in the field of education and training, what the extent of this involvement is, and how the future may affect EU decisions on education and training. It argues that the logic of the EU involvement in education and training derives from both economic and political considerations; that the extent of this involvement has not so far been very significant but is growing; and that the pace of political integration will ultimately condition the Community’s competence in the field of education and training.