ReferNet-Country Report Germany 2008 : progress in the policy priority areas for vocational education and training
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132958
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Bundesinstitut für Berufsbildung
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Bonn
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Abstract
Der vorliegende Policy Report ist Teil des Cedefop ReferNet Arbeitsprogramms 2008. Er untersucht den nationalen Fortschritt hinsichtlich der politischen Prioritäten, die in der Kopenhagen-Erklärung bzw. in den Beschlüssen der Folgekonferenzen in Maastricht (2004) und Helsinki (2006) formuliert wurden. Der Hauptteil des Berichts gliedert sich in die folgenden sieben Schwerpunktthemen: (1) Verbesserung des Zugangs zu und der Gerechtigkeit in der Berufsbildung; (2) Berufsbildung als ein wichtiger Pfeiler des lebenslangen Lernens; (3) Verbesserung der Qualität beruflicher Bildung; (4) Stärkung der Verbindungen zwischen Berufsbildung und Arbeitsmarkt; (5) Steuerung und Finanzierung; (6) Europäische Instrumente und geografische Mobilität in der Berufsbildung; (7) Entwicklung neuer bzw. Weiterentwicklung bestehender Statistiken zur beruflichen Bildung. Das einleitende Kapitel des Berichtes ist sozioökonomischen und arbeitsmarktrelevanten Aspekten gewidmet, das abschließende Kapitel bietet einen Ausblick auf mögliche bildungspolitische Prioritäten für die Zeit nach 2010. (BIBB-Doku)
"The 'Copenhagen process' was launched as the contribution of Vocational Education and Training (VET) to the challenges identified in the Lisbon-Agenda. In the Copenhagen Declaration, approved on 30 November 2002, the ministers responsible for VET in 31 European countries (EU Member States, candidate countries, EFTA-EEA countries), the European social partners and the European Commission agreed on enhanced European cooperation in VET. This Policy Report forms part of the Cedefop ReferNet 2008 work programme. It provides information on Germany's progress in VET towards EU policy goals within the framework of the Copenhagen process and according to the policy priorities defined in the Maastricht Communiqué (2004) and the Helsinki Communiqué (2006). It considers measures taken in the context of the Education and Training 2010 programme since the Copenhagen Declaration. The main section of the report is subdivided into the following seven policy areas identified by education ministers as priorities for national policy design in the VET sector: (1) Improving access to and equity in VET; (2) Lifelong learning through VET; (3) Improving quality of VET; (4) Strengthening the links between VET and the labour market; (5) Governance and funding; (6) EU tools and geographic mobility within VET; (7) Development of VET statistics. The introductory chapter of this report deals with socio-economic aspects and aspects of labour market relevance, the background of which aims to enhance understanding of national policy design. The final chapter provides an outlook of possible educational policy priorities after 2010, when the Lisbon process will be completed." (author's abstract, BIBB documentation)
"The 'Copenhagen process' was launched as the contribution of Vocational Education and Training (VET) to the challenges identified in the Lisbon-Agenda. In the Copenhagen Declaration, approved on 30 November 2002, the ministers responsible for VET in 31 European countries (EU Member States, candidate countries, EFTA-EEA countries), the European social partners and the European Commission agreed on enhanced European cooperation in VET. This Policy Report forms part of the Cedefop ReferNet 2008 work programme. It provides information on Germany's progress in VET towards EU policy goals within the framework of the Copenhagen process and according to the policy priorities defined in the Maastricht Communiqué (2004) and the Helsinki Communiqué (2006). It considers measures taken in the context of the Education and Training 2010 programme since the Copenhagen Declaration. The main section of the report is subdivided into the following seven policy areas identified by education ministers as priorities for national policy design in the VET sector: (1) Improving access to and equity in VET; (2) Lifelong learning through VET; (3) Improving quality of VET; (4) Strengthening the links between VET and the labour market; (5) Governance and funding; (6) EU tools and geographic mobility within VET; (7) Development of VET statistics. The introductory chapter of this report deals with socio-economic aspects and aspects of labour market relevance, the background of which aims to enhance understanding of national policy design. The final chapter provides an outlook of possible educational policy priorities after 2010, when the Lisbon process will be completed." (author's abstract, BIBB documentation)