briefing papers for policy makers

Recommendations

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10. The emphasis of teachers and trainer would be on coaching students to develop their own learning and competency processes, which incorporate teachers/trainers and students learning theories and interpretations. 11. Effective teaching/learning for upper secondary (vocational) education is changing as there: • Is increased understanding of learning processes. • Is a more constructive approach towards teaching and learning. • Are changes to the labour market. • Are new demands on workers. Labour Markets, Employability and Lifelong Learning 1. The mutually beneficial nature of training means that there is a funding confusion between employees, who pay for general training and employers, who pay for specific training. 2. The “at risk” groups for lifelong learning are: • The low skilled /low qualified. • Older workers. • The unemployed. • Ethnic minorities. • People re-entering the labour market. • Employees of SMEs. 3. Each group can face different problems but the lack of transparency in the training market and fears about returns on investment effects them all. Lack of work is another barrier for the low skilled /low qualified, the unemployed and re-entrants the labour market. 4. SMEs have additional problems with training for employees as: • There is a lack of expertise in training and developing training policies. • They have to replace employees who are on training courses. • They have limited financial resources for training. 5. Overall, poorly qualified members of the workforce have least chance of participating in training and their labour market position is continuing to deteriorate. This could lead to marginalisation and unemployment. 6. The characteristics of effective training programmes for the unemployed are: • Relatively small-scale programmes aimed at particular target groups and local/regional labour demands. • A practical training component, particularly in an enterprise. • Sufficient guidance and counselling throughout. • Training in job search skills. 7. However, training providers tend to favour candidates who are most likely to find jobs afterwards, particularly if their funding is based on the number of candidates who find work. Therefore the most vulnerable have little chance of receiving training or reintegrating into working life. Key Recommendations The study made the following recommendations in four main areas of study: Effect of pre-school and early childhood education 1. More research is needed into the interaction of the pre-school programmes characteristics, the children’s’ characteristics and the context in which such programmes are carried out. 2. Further research methods and strategies are required for bilingual development and second language learning. An approach that emphasises the comparative function of language has been supported by research so far. 3. Further investigation is needed on how different skill development “pathways” can be supported from a pedagogical/ didactic perspective. 4. Compulsory education must reconcile the contradictory goals of promoting equality, producing excellence and increasing efficiency. 194
5. Combating segregation at school level is problematic, as “better” schools tend to select better performing/more able pupils and schools in ‘bad areas’ tend to perform below average, even if they are controlled for the background characteristics of the pupil population. Further research is needed on this subject. School-to-Work Transitions 1. Fundamental to the organisation of effective school-to-work transitions are: - • The involvement of key stakeholders, particularly employers. • Opportunities for training in a work context. • Well-organised guidelines/counselling facilities. • Safety nets for those at risk. 2. To ensure these safety nets work, there should be: - • A close connection with the local labour market. • Training that is targeted towards employers needs. • An appropriate mix of school/work based learning. • Substantial career guidance and counselling. • Co-ordination between support services and “pathways”. • Co-ordination between pedagogical/didactic approaches for different target groups learning styles, preferences and capacities. 3. A balance between instrumental, social and biographical skills is needed for effective training provisions. 4. Providing young adults with appropriate education and training opportunities requires: - • Education and training institutions to open up and become part of networks that include labour organisations and sociocultural institutions. • Flexible programmes/activities that resemble working life and cater for the differences in young adults learning culture. • Professionalism from staff who can assume various roles i.e. coach, tutor, instruction, counsellor. • Staff who can continually tailor training to suit young adults’ possibilities, capacities, preferences, problems and limitations. 5. Further research is needed into employers’ recruitment processes and the role of qualifications play in these processes. Labour Markets, Employability and Lifelong Learning 1. Institutions are required that enable people to combine different income sources to fund the training necessary for a transitional labour market. 2. Further investigation is needed into the multiple transitions between different labour market segments and labour market concepts. 195
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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8. Opening schools to activities be
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
Page 147 and 148: Further information The final repor
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Page 151 and 152: Briefing Paper 48 Research Institut
Page 159 and 160: Further Information The full title
Page 161 and 162: Adaptability and Entrepreneurship 6
Page 163 and 164: 18. Gender audits and relevant acti
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Page 171 and 172: Key Recommendations 1. The focus of
Page 173 and 174: • Shaping European learning relat
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Page 183 and 184: Further Information The project sta
Page 185 and 186: 3. Concerning inequalities it has b
Page 187 and 188: Summaries of research project clust
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Page 191 and 192: 7. Policy should encourage long-ter
Page 193 and 194: • Development of a culture of col
Page 197: 8. Compensation programmes/schemes
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Page 205 and 206: learning partnerships, 178 learning
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