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7. The relationship between skills and social exclusion is complex: training is but one element (albeit an important aspect) of this relationship, and there is a need for a more comprehensive (and more contextualised) set of tools to support skills development for socially excluded groups. 8. Developments in Internet-based technologies and interactive knowledge bases have significantly outstripped those in smart-card technologies, leaving the latter as a narrow, specialised technological metaphor. Key Results As a consequence of the conclusions the project produced the following results: 1. A range of enabling technologies were utilised to promote the foundation of a “European Skills Development Network” based on the following five scenarios of use: • Support for Migrant Workers. • ‘New Jobs for Old’ - Tools for Inter-regional partnerships. • ‘New Opportunities for the Long Term Unemployed’ - Public Employment Service support tools. • ‘Human Resources Developer’ - Valorising the Company Asset Base. • ‘The Mobile Citizen’ - Cross Border Electronic Credentials Authentication tool. 2. These scenarios incorporate key target user groups in typical settings that exemplify problems of ‘skills gaps’ affecting labour mobility and economic competitiveness in the European Union. 3. Services known as the ‘COMPETE toolkit’ were developed and validated for the five “scenarios of use”. They consisted of: • Elicitation tools, to help users define their specific skills needs. • Diagnostic tools that make sense of the elicitation data (for example to conduct skills audits). • Representation tools to make the diagnostic outcomes meaningful (for example to produce a ‘skills profile’). • Decision analysis and support tools (for example to help users make a choice between job options). • A Data Warehouse, containing data on jobs, labour market information, on-line assessment systems and skills data. • User profiling and data mining tools, to match user needs to the information contained in the warehouse. 4. With the help of this toolkit, users will be able to: • Carry out a ‘skills audit’ for an individual, company or local area. • De-construct and re-construct the skills, competences and knowledge associated with a particular occupational profile with reference to a common European skills ‘content model’. • Obtain the latest information on evolving skills and skills gaps particularly in the new ‘knowledge industries’. • Check the authenticity, and ‘value’, - on-line - of their own or ‘third party’ qualifications, and references, obtained anywhere in the EU. • Obtain information on available jobs, available employees and training opportunities, customised to a particular ‘user profile’. • For companies, match available skills to new business opportunities and customer needs by virtue of ‘just in time’ skills assessments and ‘organisational memory’ tools. Key Recommendations 1. There is a need to establish a European Skills Development Network (E*NET) in order to market the toolkit services towards the various scenarios of use. The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) 82
This project is now being taken forward under the EC 'e-TEN' Programme. The new project is called “COMPETENT” and will market validate the outputs of 'Competence Evaluation and Training for Europe' in three scenarios of use: • large organisations • a EURES cross-border network in Saarbruchen • support for migrant workers in Athens. Key Publications Cullen, J., Smartcards and European labour migration, paper at the EU Conference on education and the Mediterranean Countries, Marseilles, December 1998. Cullen, J., Collaborative Learning in small firms: why skills standards don’t work. Paper at the International Small Business Conference 98, November 1998. Cullen, J., Why Learning Technologies Don’t Work, paper at the EU Learning Telematics Conference, Munchen, Germany, June 1999. Cullen, J., Clusters and co-laboratories: the myth and reality of institutional learning. Ind. & Higher Ed, December 2000. Cullen J., Understanding the Cultural Logic of EU Programmes,paper at the Herrenalb US/EU conference on technology policy evaluation, November 2000. Cullen, J., Re-shaping Identity: The Wider Benefits of Learning, paper at the Conference on Research and Policy on Lifelong Learning, London, November 2000. Danau & Timmermans, article on the project in “NEWS” the newsletter of ECW, 1999. Danau & Timmermans, article on employability & mobility within the frame of COMPETE and the ABN AMRO case in “NEWS”, the newsletter of ECWS, July 2000. Danau & Timmermans, article on COMPETE with the main conclusions and outcomes of the project in “NEWS”, the newsletter of ECWS, December 2000. Jones & Miller, Book chapter in Welfare, Risk & Citizenship: a reader, Routledge, September 2000. Jones, Miller & Cullen, Paper, COMPETE: European Movement Towards a Competency-Based Skills Taxonomy and a Personal Skills Medium. Conference on Skills, Miami, February 2000. Mandi, P. & Agrafiotis, D., Announcement of the project to migration related organisations, August – September 2000. 83
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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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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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Briefing Paper 44 Research Institut
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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
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Further information The final repor
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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7. Policy should encourage long-ter
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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