Institute for Holistic Learning Based on Montessori Education

Austrian Federal Economic Chamber 

Wiedner Hauptstraße 63, Vienna, Austria 

IVETA 

14th International 

Technical Vocational Education 

and Training Conference 

and Exhibition 

25-27 August 2004 

Vienna, Austria

The Hosts, 

IVETA 

(International Vocational Education and Training Association) 

and the 

18 Austrian Cooperating Partners, 

warmly welcome you 

to the 14th annual conference: 

IVETA – Vienna 2004

Table of Contents 

Welcome Messages 

The Federal President of Austria, Dr. Heinz Fischer 

The Vice-Chancellor of Austria, Hubert Gorbach 

The Minister of Education Science and Culture, Elisabeth Gehrer 

The Minister of Foreign Affairs, Dr. Benita Ferrero-Waldner 

The Minister of Economics and Labour, Dr. Martin Bartenstein 

The Mayor of Vienna, Dr. Michael Häupl 

The Special Coordinator of the Stability Pact <strong>for</strong> South Eastern Europe, Dr. Erhard Busek 

The President, Austrian Federal Economic Chamber, Dr. Christoph Leitl 

The IVETA President, Philip Loots 

The Conference Organisers, KIST-Consult, Managing Director, Mag. Ingrid Trenner 

Programme at a Glance 

Opening Ceremony 

Conference Dinner 

Conference Reception 

Closing Ceremony 

Keynote Presentations 

Exhibition 

List of Sponsors 

List of Exhibitors 

List of Cooperating Partners 

Parallel Sessions Programme 

Educational Visits 

List of Abstracts 

Practical In<strong>for</strong>mation 

Conference Venue In<strong>for</strong>mation 

Lunch Arrangements 

Airport Transfers 

Vienna Public Transport 

Transfers to Vienna Town Hall <strong>for</strong> Reception 

What to see in Vienna 

Acknowledgements 

5

The Federal President of Austria 

Dr. Heinz Fischer 

The Federal President 

of Austria 

I sincerely welcome all the participants of the International 

Vocational Education and Training Conference 2004 to Vienna. 

Austria is proud of the outstanding level of its vocational education 

and training which contributes a large part to the high quality of our local 

services and products. 

In todays “Further Education“ and “Knowledge society”, the key 

phrase of “Lifelong <strong>Learning</strong>“ has now become the usual practice. 

A solid vocational education and training contributes significantly to the 

prosperity of the people. 

There<strong>for</strong>e, it becomes a question of the solidarity between countries and peoples, to 

transfer “know how”‚ and the individual strengths, in order to advance positive economic 

development between friendly States. 

I thank the organisers <strong>for</strong> their idealism and commitment to the area of international vocational 

education and training transfers. I wish the IVETA - Vienna 2004 Conference many stimulating 

discussions and a lot of success. 

5

Welcome 

8 

As the Federal Minister <strong>for</strong> Transport, Innovation and Technology, I 

welcome all ef<strong>for</strong>ts aiming to showcase Austrian Know-How and Austrian 

technological competence to a broad audience. Education, in the widest 

possible sense, must include the acquisition of technological competence. 

Lifelong <strong>Learning</strong> must also be seen in the context of new technologies. 

The presentation of experience, practice and proven concepts of Vocational 

Education and Training are general objectives of the Conference organisers. 

They have to be seen in the light of Know-How Transfer. Austrian Research 

Hubert Gorbach 

<strong>Institute</strong>s and Technology Centres display work of high quality which should 

Vice-Chancellor 

of Austria 

not be withheld from an international audience and market. IVETA provides 

the possibilities <strong>for</strong> discussions among specialists, <strong>for</strong> the exchange of ideas 

and <strong>for</strong> the creation and expansion of technical networks. These networks provide a good 

opportunity to convey Austrian technological competence. 

Vocational Education and Training and the Fight against Poverty; Lifelong <strong>Learning</strong> and the 

Knowledge Society; career counselling and career development; all these terms found in the 

Conference themes, cannot be separated from Research and technological competence. 

There<strong>for</strong>e, I wish the 14th annual IVETA Vocational Education and Training Conference a lot of 

success and hope that the Conference title: “Vocational Education and Training – International 

Development Catalyst” can, in the best possible way, be converted into practice. 

Hubert Gorbach 

Vice-Chancellor and Federal Minister <strong>for</strong> Transport, Innovation and Technology

Greetings message 

Elisabeth Gehrer 

Federal Minister <strong>for</strong> 

Education, Science 

and Culture 

Solid vocational education and training provides young people with the best 

possible basis <strong>for</strong> a successful life. At the same time, the quality of initial 

vocational education and training is also one of the decisive factors of a region’s 

economic per<strong>for</strong>mance. 

Austria’s wide variety of VET pathways, ranging from apprenticeship training to 

school-based programmes in the engineering, business, hospitality and services 

sectors ensures that a large proportion of the population has completed at least 

upper secondary education. It is also due to these VET opportunities that 

Austria’s youth unemployment rate is the lowest within the European Union. 

Globalisation and increased international cooperation in general require enhanced 

cooperation within VET. Facilitating mobility and mutual recognition of acquired 

qualifications are among the key issues to be addressed. Exchange of experience 

and good practice models plays an important role in these collaborative ef<strong>for</strong>ts. 

Cooperation in VET often <strong>for</strong>ms the basis <strong>for</strong> enhanced economic cooperation. It also contributes to 

a better understanding of the socioeconomic and cultural environments in other countries. I am very 

pleased that the 14th IVETA conference is taking place in Vienna. It will certainly provide ample 

opportunity to participants to make new contacts and to intensify the international exchange of 

experience. 

I would like to extend my best wishes to the organisers and, in particular to the participants of this 

conference. I am convinced the conference will be successful and allow <strong>for</strong> lively discussions and 

conclusions that lead to lasting results! 

Elisabeth Gehrer 

Federal Minister <strong>for</strong> Education, Science and Culture 

9

Welcome Address 

10 

I would like to extend a warm welcome all the participants of this year’s conference 

of the International Vocational Education and Training Association in Vienna. 

In the past five years as Minister <strong>for</strong> Foreign Affairs I have had responsibility <strong>for</strong> – 

and taken great personal interest in - Development Co-operation. Education has 

always been at the core of the international development agenda and has been a 

major focus of Austria’s Development Co-operation. 

Austria supports the international aim to “achieve universal primary education”, as 

Dr. Benita 

stipulated by the Millennium Development Goals, but we also contribute significantly 

Ferrero-Waldner 

Foreign Minister 

to improved secondary and tertiary education in our partner countries. In this regard 

we are convinced that putting emphasis on vocational education and training is 

key to laying the foundations of economic development, job creation and hence eradication of poverty. 

In the past ten years, <strong>for</strong> example, my ministry has provided approx. EUR 5 m worth of grants to 

VET-programs in Southeastern Europe alone. 

I am there<strong>for</strong>e particularly pleased that this year’s conference of the IVETA in Vienna will examine the 

role of VET as a “catalyst <strong>for</strong> international development”. 

I wish you productive and pleasant days in Austria! 

Yours sincerely, 

Benita Ferrero-Waldner

Welcome Message 

Dr. Martin Bartenstein 

Federal Minister <strong>for</strong> 

Economics and Labour 

Investing in proper vocational education and training is an indispensable 

prerequisite to ensure a lifelong and personally satisfying career that permits 

individuals to cope with the manifold changes in production technologies 

and techniques, new <strong>for</strong>ms of business organisation, and the constant 

development and application of new materials and services. 

In the same way, vocational and follow-up training provides the foundation 

on which to build and expand an industrially developed business location. 

Austrian industry in particular thrives through ongoing ef<strong>for</strong>ts to modernise 

vocational training and upgrade the qualification system as a fundamental 

requirement to safeguard and continue our successful policy of attracting 

new businesses. 

I very much welcome that the IVETA Conference 2004 takes place in Vienna and wish it the best 

of success in its deliberations on the further development of professional consultancy and 

vocational training as the foundations <strong>for</strong> life-cycle learning. 

Dr. Martin Bartenstein 

Federal Minister of Economics and Labour 

11

Education – in all its various <strong>for</strong>ms … 

Dr. Michael Häupl 

Mayor of Vienna 

12 

… is, beyond any doubt, the most important “raw material“ of the 21st century. 

I am thinking here of the varied classical Viennese school education in particular, 

such as the Technical and Vocational Schools; Universities; Adult-Education 

Centres; Post-graduate Education; Professional Development in the 

workplace; and Life-long <strong>Learning</strong> Initiatives. 

The declaration that Education is extremely important in Vienna is not just lip 

service. It is proved by the many successful programmes run in schools and by 

the encouragement of initiatives towards Further Education. An example that I 

am thinking of in the area of school Education is the dedicated “Cooperative 

High Schools Model” (Kooperative Mittelschule). This model is excellent <strong>for</strong> 

students as it offers a high degree of flexibility. 

A significant step <strong>for</strong>ward in Post-graduate Education in Vienna which has had a successful 

outcome, has been the founding of the “Vienna School of Clinical Research”. In the past 3 years, 

more than a thousand doctors and scientists from all over the world have come to Vienna. 

The internationally assembled teaching staff in the field of clinical research are making use of 

and enjoying the modern and high quality training provided. 

Another achievement in a completely different sector established by the City of Vienna is the 

“Employee Support Fund”. The purpose of the Fund is to guarantee employees and job-seekers 

better opportunities in the workplace through Further Education – an important aspect in view of 

global competition. 

A special concern of the City of Vienna, apart from specific initiatives in the field of education, is to 

attract the best “Minds” to its Universities and Research Centres. This has been achieved in some 

cases through the establishment of Guest Professors or Chairs; in other cases through grants or 

financial support to Scientific Institutions. The world famous quantum physicist Anton Zeilinger and 

his <strong>Institute</strong> <strong>for</strong> Quantum Optics and In<strong>for</strong>mation is only one example. 

There<strong>for</strong>e, it is obvious: <strong>for</strong> everybody who wants to learn or study, children, young people or 

adults, we need the best teachers possible. The City of Vienna has a duty and a commitment to 

providing a creative, stimulating and pleasant surrounding in field of Education.

Lifelong <strong>Learning</strong>, Adult Education and Employability 

Dr. Erhard Busek 

Special Coordinator of 

the Stability Pact <strong>for</strong> 

South Eastern Europe 

Southeast Europe has seen tremendous changes in the last years. In all 

countries, we have democratic governments and the economies are being 

transferred to market economies. Politically speaking, future membership in 

the EU is on the horizon. I am happy to note, that after the EU enlargement 

1 May 2004, focus is shifting to Southeast Europe as the region <strong>for</strong> the next 

EU enlargement. 

This welcome addition of Southeast European nations to the European 

House will have far-reaching consequences <strong>for</strong> the education systems of these 

countries on all levels, basic, secondary, university-level as well as vocational 

training and adult education. In tune with other European countries, Southeast 

Europe will need knowledge-based societies or in<strong>for</strong>mation societies, as some 

like to call them. 

Within the Stability Pact (http://www.stabilitypact.org), we have two major 

activities, which will contribute to that end. 

• SEE Education Re<strong>for</strong>m Implementation Initiative aims to link the national education re<strong>for</strong>m 

processes in the SEE region with European trends, as outlined in the "EU detailed work 

programme on the follow-up of objectives of education and training systems". This Initiative is 

complementary to the activities of the European Commission in the field of education. 

• SEE Education Re<strong>for</strong>ms in Line with EU Developments. The EU has given itself the ambitious 

target to modernize the education systems of its member states, also to increase competitiveness 

and enhance employability, by 2010. These improvements, known as the Lisbon Process, should 

bear equally promising fruits in Southeast Europe through the SEE Education Re<strong>for</strong>m Initiative, 

launched under the auspices of the Stability Pact. Its aim is to extend the benefits of common 

European standards in education also to SEE and to better integrate countries from South Eastern 

Europe into the evolving “European Area of Education”. A Memorandum was signed in the 

margins of the EU Education Ministers Conference in June 2003 in Nicosia (Cyprus) by several 

countries from South Eastern Europe, demonstrating the regional impact the Initiative will have. 

In order to support these steps towards educational modernization of Southeast Europe, it is 

paramount to also address the needs of vocational education and training. At the end of the day, 

it is the skills of the work<strong>for</strong>ce and the human capital on all levels (and not only management), 

which decides on the successful participation of a country’s economy in the wider (world) markets. 

I there<strong>for</strong>e welcome the fact, that IVETA is holding this important conference in Vienna 25 – 27 

August 2004 and I particularly appreciate the wide participation from Southeast Europe. I wish you 

very fruitful and memorable days and wholeheartedly welcome you to my hometown Vienna! 

Yours sincerely 

Dr. Erhard Busek 

13

Dear IVETA Conference Participants 

Dr. Christoph Leitl 

President – Austrian 

Federal Economic 

Chamber 

14 

As President of the Austrian Federal Economic Chamber, I am delighted to have 

the 2004 IVETA Conference here in our building. Our many important guests know 

that the importance of Vocational Education and Training is growing. The Austrian 

Federal Economic Chamber has always placed an emphasis on Vocational 

Education and Training and Further Education in its endeavours with and <strong>for</strong> the 

local enterprises and businesses. 

At WIFI Austria, we have broken new ground to establish a department <strong>for</strong> 

International Know-How Transfer (IKT). This department provides quality, high 

standard courses <strong>for</strong> enterprises and businesses in Central and Eastern European 

countries (CEEC); the CIS States; China; Mongolia; and the Arabic countries as well. 

The aim of these courses is to strengthen the economy of the country and to build 

future economic relationships. 

The Austrian Federal Economic Chamber fully supports the “Lifelong <strong>Learning</strong>” concept and the aim <strong>for</strong> 

business from the Lisbon Commitments - that Europe shall become the most competitive business field. 

For this, we need to invest more in education and training as well as in “Human Capital”. In this case, it 

is not only the enterprises and businesses, but also the individual and the State which play an important 

role. Only together is this ambitious goal achievable. The Lisbon Commitments demand an economic 

show of strength which can only be achieved with dynamic enterprises and businesses. For this to be 

possible, we need to support and encourage the education system, entrepreneurship, entrepreneurial 

spirit and help new enterprises and businesses to start off. 

There<strong>for</strong>e, I welcome the intensive exchange of ideas about the different Vocational Education and 

Training systems and trends <strong>for</strong> which this IVETA Conference has provided a <strong>for</strong>um. I wish all the 

Participants success and hope that you enjoy <strong>for</strong>ming new contacts; and to the pursuit of “Lifelong 

<strong>Learning</strong>” through constructive outcomes and new Vocational Education perspectives. 

Dr. Christoph Leitl 

PRESIDENT – Austrian Federal Economic Chamber

Welcome from the President 

Philip Loots 

IVETA President 

The response to our conference invitation has been outstanding with almost 

three hundred delegates from <strong>for</strong>ty countries attending the conference. 

More than over eighty presentations, workshops and round-table-discussions 

will take place, including addresses by the six Key Note Speakers. 

Social events have also been organised to give participants the opportunity 

to interact feely with the other delegates and explore networking possibilities 

– as the main aim of the conference is to give representatives of national and 

international TVET bodies the opportunity to build up, expand and utilise an 

effective network of vocational education. 

The visits to the vocational education institutions will also be very in<strong>for</strong>mative and will provide 

delegates with exposure to the unique Austrian Vocational Training system and with a further 

opportunity <strong>for</strong> networking. 

I would like to take this opportunity to extend sincere thanks to all our sponsors <strong>for</strong> their generous 

support and to Dr Häupl, the Mayor of Vienna, <strong>for</strong> hosting the Cocktail Reception at the Festival 

Hall of Vienna City Hall. 

I would like to congratulate Klaus Sodemann, Ingrid Trenner, the personnel of K.I.S.T Consulting 

GesmbH and the other organising committee members <strong>for</strong> all the time and ef<strong>for</strong>t they have put 

into producing such an excellent conference programme. We look <strong>for</strong>ward to three days of lively 

deliberation, which I feel confident will enhance vocational education and training world-wide by 

the sharing of best practices and innovative ideas. 

While you are in Vienna, please enjoy this beautiful, historical and friendly city. 

We look <strong>for</strong>ward to your enthusiastic participation in the conference. 

Yours sincerely 

PHILIP LOOTS 

PRESIDENT 

15

Chair - Conference Organising Committee 

16 

As an Austrian and as Director of KIST Consulting, the organisers of IVETA Vienna 

2004 I am extremely pleased to bring the 14th annual IVETA TVET Conference to 

Vienna. I warmly welcome all the delegates and participants from over 40 nations to 

the IVETA – Vienna 2004 Conference in the heart of Europe. This Conference has 

been possible in collaboration between IVETA and the 18 Austrian cooperating 

partners. Under the title “Vocational Education and Training– International 

Development Catalyst” the 3-day Conference will be accompanied by an exhibition 

<strong>for</strong> Vocational Education materials. 

Personally, my wish is that this Conference highlights to all of you the importance of 

a joint ef<strong>for</strong>t <strong>for</strong> Vocational Education and Training (VET) programmes involving 

Mag. Ingrid Trenner 

educators, government and businesses. Recently, there has been a demand <strong>for</strong> a 

Managing Director 

more hands-on approach to VET. In this way, we need to develop new programmes 

K.I.S.T. Consulting 

which incorporate a ‘holistic’ approach to learning or in other words, ‘learning by 

GesmbH 

doing’ across VET. I believe that <strong>for</strong> many people, a good Vocational Education and 

Training is the key to a successful future, and in this respect we must do all that is possible to support 

the development and extension of VET in all countries worldwide. Moreover, to achieve this, it is vital to 

build appropriate networks - an international Know-How Transfer network - with an understanding <strong>for</strong> 

inter-cultural differences; to have an exchange of new ideas and concepts; and most of all to respect 

and cater <strong>for</strong> individual learning needs. 

The Austrian model of Vocational Education is an internationally well recognised system. The Vocational 

Education Schools, especially the “Dual Education System”, demonstrate a special appreciation <strong>for</strong> the 

importance of hands-on-training as well as the theoretical knowledge. The “Dual Education System” 

reflects how the economy and school education work as partners. Hence, competent economic 

training on all levels is the solid basis <strong>for</strong> good working economies. Given this fact, the Conference 

promises to be a unique and dynamic event. As it is accompanied by an exhibition, it provides an 

international plat<strong>for</strong>m <strong>for</strong> specialists of Vocational Education to network with others from around the 

world and make contacts <strong>for</strong> the international know-how transfer and exchange. 

I believe that all delegates and participants will find the Keynote Speakers; Presentations; and Round-table 

Discussions stimulating, in<strong>for</strong>mative and interesting. I extend a special thank you to the Keynote Speakers 

and to all our speakers. Educational Visits have been organised to visit Austrian companies actively 

involved in Vocational Education and Training. The Conference Dinner and the Welcome Reception at 

the Vienna Town Hall, allow delegates to relax, socialise and to enjoy the famous Austrian hospitality. 

In closing, I would like to thank everybody who supported this Conference: IVETA; the 18 Austrian 

cooperating partners; and my KIST Consulting Team. 

Welcome to Vienna, Austria and may this Conference be an educational and memorable one!

Programme at a Glance 

Tuesday August 24 

08:00 - 10:00 Registration at the WKO Building 

09:00 - 16:00 Educational Visits 

16:00 - 18:00 Registration at the WKO Building 

19:00 Departure from WKO <strong>for</strong> "Heurigen Abend" (optional, booking required) 

Wednesday August 25 

08:00 - 18:00 Registration 

09:00 Official Opening Ceremony 

10:00 Plenary Session, Keynote Presentations 

11:30 Official Opening of Exhibition 

12:00 Parallel Sessions 



19:00 Departure from Hotels (bus transfer) <strong>for</strong> 

20:00 Conference Dinner at the Miller-Aichholz Palace 

Thursday August 26 





15:30 Free <strong>for</strong> individual arrangements 

19:15 Departure from Hotels (public transport) <strong>for</strong> 

20:00 Reception at the Vienna Town Hall 

Friday August 27 





16:00 Closing Ceremony 

There will be half hour breaks in the mornings and in the afternoons where refreshments will be 

served. The exhibition in the foyer adjoining the conference rooms is open daily from 8:00 until 17:30. 

17

Opening Ceremony – Wednesday 25 August 

18 

Musical Introduction 

Austrian “Family Music Regenfelder” 

Chairwoman’s Opening Remarks 

Komm.Rätin Renate Römer, Vice President, Austrian Federal Economic Chamber 

Film 

Austria - unique and spectacular landscape, pristine nature 


from the Federal President of Austria 

(read by Mag. Ingrid Trenner, KIST Consult) 

Presentation of nine Austrian Bundesländer 

Per<strong>for</strong>med by KIWI – Kinder in Wien - Child Care Centre – Ziegelofenstrasse 


Mr. Philip Loots, IVETA President, South Africa 

Austrian Folk Dance 

(KIWI – Kinder in Wien - Childcare Centre Vienna) 

Choreography: Mrs. Helga Hunka, Music: “Family Music Regenfelder” 

Conference Opening Declaration 


Introduction of WIFI International (<strong>Institute</strong> <strong>for</strong> Economic Promotion) 


Short break - session continued with Keynote Presentations

Conference Dinner at Palace Miller-Aicholz - Wednesday 25 August 

19:00 Transfer from Hotels to Europahaus 

19:30 Aperitif in the Gardens of Palace Miller-Aichholz 

Welcome Address by Mr. Karl Lichtenegger, Event Manager, Rosen Hotels 

20:00 Dinner - Buffet 

Music by Penzinger Konzertschrammeln directed by Ing. Roland Smeterna 

21:30 Award Ceremony in the Gardens of Palace Miller-Aichholz 

Address by the IVETA President - Mr. Philip Loots, South Africa 

Presentation of IVETA Awards - IVETA Awards Committee 

22:30 Return to Hotels (Transfer by bus or public transport) 

19

Reception at the Vienna Town Hall - Thursday 26 August 

20 

19:15 Transfer from Hotels to Vienna Town Hall (public transport) 

20:00 Reception, hosted by the Mayor of Vienna 

Addresses by 

- The Deputy Mayor, Town of Vienna, Mrs. Grete Laska 

- The IVETA President Elect, Mr. Thomas McArdle 

From 21:30 Return to Hotels (Transfer by public transport)

Closing Ceremony - Friday 26 August 

Chair 

Mr. Thomas McArdle, President-Elect, IVETA 

Presentation of Conference highlights 

Music 

"Pearls of Vienna" - A Ladies' Ensemble, directed by Mrs. Barbara Ortner 

Presentation of Austrian Award 

Invitation 

Dr. James Williamson, 

IVETA Regional Vice President Sub-Saharan Africa 

The Fifth Africa Regional IVETA Conference will be held from 

May 8-11, 2005, Mowana Safari Lodge, Kasane, Botswana. 

Conference Theme: Achieving poverty reduction through relevant quality 

vocational education and training in partnership with industry. 

Invitation <strong>for</strong> IVETA Conference Las Vegas December 8, 2004 

Mr. Bill Knaak, Conference Co-Chair 

Music 

"Pearls of Vienna" - A Ladies' Ensemble, directed by Mrs. Barbara Ortner 

Address 

Komm.Rätin Renate Römer 

Vice President, Austrian Federal Economic Chamber 

Closing Remarks 

Mr. Philip Loots, IVETA President 

21

22 

<strong>Institute</strong> <strong>for</strong> <strong>Holistic</strong> 

<strong>Learning</strong> 

<strong>Based</strong> on Montessori Education Principles 

The <strong>Institute</strong> <strong>for</strong> <strong>Holistic</strong> <strong>Learning</strong> is based on the Italian Maria Montessori 

education principles, but over the last 10 years in particular, many new 

methods and ideas of knowledge acquisition have come to be recognised. 

The demand <strong>for</strong> new approaches to learning have increased along with the 

belief that learning should be ‘holistic’ and ‘fun’. To cater <strong>for</strong> this demand, 

the <strong>Institute</strong> offers courses which teaches participants through the 3 main 

learning fields: Mathematics; ‘Language Work’ (reading, writing and grammar); 

‘Cosmic Education’ (natural and social sciences); new knowledge 

acquisition methods. For further in<strong>for</strong>mation and details, please contact: 

Claus Dieter Kaul 

D-83684 Tegernsee Rosenstrasse 1 

Telephone: 0049-8022-83483, 0049-8022-83776 

Fax: 0049-8022-8058 

www.ifgl.de 

Email: service@ifgl.de

Key Note Speakers | Julius Raab Saal 

Wednesday 25 August 2004, 10:00 

Dr. David Fretwell 

Lead Employment and Training Specialist, World Bank, Washington 

„The Knowledge Economy: Core competencies and implications <strong>for</strong> 

individuals and Vocational Education.“ 

Dr. Peter Kampits 

Dean of the Faculty of Philosophy and Education (Vienna University) 

„Europe is more than the European Union“ 

Thursday 26 August 2004, 9:00 

Dr. Muriel Dunbar 

Incoming Director of the European Training Foundation 

„The importance of Continuing to develop Technical and 

Vocational Education and Training in a Greater Europe.“ 

Dr. Christian Dorninger 

Austria, Department of In<strong>for</strong>mation Technologies in Austrian Schools, 

Federal Ministry of Education, Austria 

„E-<strong>Learning</strong> approaches in VET as part of knowledge society 

and lifelong learning strategies.“ 

Friday 27 August 2004, 9:00 

Eng. Ali Ahmed Sayed 

Counselor to the Minister of Education from Egypt <strong>for</strong> International Cooperation 

and Director of Mubarak-Kohl Initiative 

„The role of VET re<strong>for</strong>m in poverty reduction – Lessons learned: 

Introduction of cooperative training (Dual System) as part of VET 

re<strong>for</strong>m in Egypt in cooperation with the Federal Republic of Germany“ 

Dipl. Ing. Dr. h.c. Josef Riegler 

Austria, President of the Ecosocial Forum of Europe 

„The Global Marshall Plan <strong>for</strong> a world wide Eco Social Market Economy – 

A European Initiative.“ 

23

24 

PROGRAMME SCHEDULE AT A GLANCE 

Registration: Tuesday 08:00 - 10:00 and 16:00 - 19:00; Wednesday, Thursday 008:00 - 18:00; Friday 8:00 - 15:00 

TIME Wednesday 25 August 2004 TIME Thursday 26 August 2004 TIME Friday 27 August 2004 

Programme Announcements 

Keynote Addresses: 

• Eng. Ali Ahmed Sayed 

Counselor to the Minister of 

Education <strong>for</strong> International 

Cooperation and Director of 

Mubarak-Kohl Initiative, 

Cairo, Egypt 

• Dipl. Ing. Dr. h.c. Josef Riegler 

President of the Ecosocial 

Forum of Europe, Austria 

09:00 

Programme Announcements 


• Dr. Muriel Dunbar 

Director, European Training 

Foundation, Torino, Italy 

• Dr. Christian Dorninger 

Department of In<strong>for</strong>mation 

Technologies in Austrian 

Schools, Federal Ministry of 

Education, Austria 

09:00 

Opening Ceremony 


• Dr. David Fretwell 

Lead Employment Specialist, 

World Bank, Washington, USA 

• Prof. Dr. Peter Kampits 

Dean of the Faculty of 

Philosophy and Education, 

University of Vienna, Austria 

09:00 

Chair: Mr. Philip Loots 

President, IVETA 

Chair: Renate Römer 

Vice President, Austrian Federal 

Economic Chamber 

Chair: Mr. Tom McArdle 

Senior Director, 

President-Elect, IVETA 

Coffee Break 

Concurrent Sessions - 

3 presentations 

Lunch Break 

Concurrent Sessions - 3 presentations 

Coffee Break 

10:30 

11:00 

Coffee Break 



Lunch Break 



End of work programme <strong>for</strong> the 

day … 

… take a stroll around town and 

breathe some Viennese air … 

10:30 

11:00 

Coffee Break 



Lunch Break 



Coffee Break 

11:30 

12:00 

12:30 

14:00 

12:30 

14:00 

13:00 

14:30 

15:30 

15:30 

16:00 

Closing Ceremony 

Review of Conference Highlights 

Closing Addresses 

16:00 



16:30 – 

17:30 

Enjoy Viennese cuisine and culture 

Evening 

19:15 departure from hotels 

(public transport) 

20:00 Reception at the Vienna 

Town Hall 

Evening 

19:00 departure from hotels (bus 

transfer) <strong>for</strong> 

20:00 Conference Dinner at the 

Miller-Aichholz Palace 

Evening

Floor Plan of Conference Rooms 

Parallel sessions will be held in 

"Franz Dworak" Challenges <strong>for</strong> TVET in a greater Europe 

Saal 2 New Media in Training 

Saal 4 Vocational Education and Training - a contribution towards global poverty reduction 

Saal 5 Lifelong <strong>Learning</strong> and the Knowledge Economy - Implications <strong>for</strong> VET 

Saal 9 Career Development - what are the linkages with Vocational Education and Training 

Saal 7 hosts the "Viennese Café", in 

Saal 3 the Conference Secretariat and Registatrion can be found. 

Saal 7 and 9 can be reached going down the stairs and turning right. 

25

26 

14th International IVETA TVET Conference - Vienna 2004 - Concurrent Sessions Programme 

New Media in Training 

Career Development - what are the 

linkages with Vocational Education 

and Training? 

Lifelong <strong>Learning</strong> and the 

Knowledge Economy - Implications 

<strong>for</strong> VET 

Vocational Education and 

Training - a contribution towards 

global poverty reduction? 

Challenges <strong>for</strong> TVET in a 

greater Europe 

Author / Title 





Date / Time 

Karner, Ernst 

International Certificates in business and 

IT <strong>for</strong> pupils at school 

Schmid, Eleonora 

VET in Austria and its ties with EU 

Policies 

Keppler, Heinz 

Blended <strong>Learning</strong> Solutions <strong>for</strong> 

Sharma, Mukesh; Hahn, Dietmar 

J.; R. Parasuram 

Vocational Education in India - A tool 

<strong>for</strong> sustainable development 

Dyomin, Viktor M. 

VET Developments in Russia in 

the Context of Life-Long <strong>Learning</strong> 

Wednesday 

1200 - 1300 

Technical Training 

Karrasch, Hartmut 

Talking, acting and learning in realtime 

Zemanek, Jutta 

Vocational Training in Austria - possible 

contributions to a United Europe with 

special regards to the Higher Technical 

and Vocational School Spengergasse 

Ender, Gabriela 

Bridging Gaps between Face-to-Face 

and Online Participation and 

Collaboration: Real-time Meetings with 

OpenSpace-Online® - The Power of 

People! 

Pereira, Clarence A. 

Vocational Education and Training – 

a contribution towards poverty 

reduction? 

Schuch, Klaus 

Challenges <strong>for</strong> Vocational and 

Higher Education in Southeast 

Europe. Lessons Learnt from 

Monitoring of Educational Projects





and Training? 














Date / Time 

Khom, Walter; Marx, Jürgen 

Practise e-<strong>Learning</strong> with learning content 

and technology 

Chittreck, Andreas; Ewald, Lutz 

Successful concepts <strong>for</strong> the vocational 

reorientation and reintegration of special 

target groups: Civilian personnel 

employed by the armed <strong>for</strong>ces and people 

with health conditions and disabilities 

Frey, Karl 

Online <strong>Institute</strong> <strong>for</strong> TVET in Arabien 

Countries - a Feasibility Study 

Heitmann, Werner 

The South African Learnership VET 

System: A Brand-New Combination 

of the Two VET Mega-Trends: 

Competency-<strong>Based</strong> and Dual- 

Oriented VET 

Eisenriegler, Sepp 

Social Economy as an important 

means of Vocational Education 

and Training focussing the networking 

experiences of Repair 

Wednesday 

1415 - 1545 

and Service Center R.U.S.Z, 

Vienna. 

Stocker, Herwig 

Interactive Media in Modern <strong>Learning</strong> 

Environments 

Milanovich, Marlis 

"Qualification means future“ – 

Experiences of Jugend am Werk in the 

Field of Vocational Training <strong>for</strong> Young 

People 

Al Zaroo, Salah; Kuhail, Hisham 

The Main Charactiristcs of the 

Palestinian National Strategy <strong>for</strong> 

Vocational Technical Education and 

Training 

Byamugisha, Albert; Giersche, 

Matthias; Hab'Iyalemuye, 

Dominic 

How does a vocational training program 

contribute to poverty reduction 

within a sector-wide approach—the 

Ugandan Case 

Boyer, Heinz 

Competitiveness in educational 

institutions or to be different to all 

the others - example of the IMC 

University of Applied Sciences 

continued 


Toelle, Michael 

A new tool <strong>for</strong> co-financing lifelong learning 

in Austria: The learning voucher of 

the Chamber of Labour 

Lassnigg, Lorenz 

VET research as a contribution to the 

development of lifelong learning - requirements 

and pitfalls 

Washi, Sidiga 

Situational Analysis of Vocational 

Education and Training in the Sudan: 

A Field Study 

Hödelmoser, Andreas 

A new approach to apprentice 

training 

27

28 





and Training? 














Date / Time 

Seibt, Frank 

E-learning via satellite services on the 

basis of the evolearning plat<strong>for</strong>m across 

Europe 

Bierman, Ronel 

Creating a Sustainable <strong>Learning</strong> 

Community: The Vuselela College - 

Jouberton Campus and Are- 

Fadimeheng Secondary School 

Computer Literacy Project 

Sewdass, Nisha 

Further Education and Training (FET) as 

a means of encouraging lifelong learning 

within the knowledge economy: a 

South African perspective. 

Oakley, Gary D. 

A System <strong>for</strong> Developing, Evaluating 

and Revising Competency <strong>Based</strong> 

VET Programs 

Brante, Ilze 

Quality of vocational education – 

guarantee <strong>for</strong> competitiveness in 

European and global labour 

markets 

Wednesday 

1615 - 1715 


The International Computer Drivers‘ 

Licence 

de Vries, Pauline 

Smarter Employees or Fledgling 

Entrepreneurs? Enterprise <strong>Learning</strong> 

Partnerships Creating “Career Options” 

Amor Bravo, Elias 

The Valencian Plan of Vocational 

Training: a Regional Strategy <strong>for</strong> 

Lifelong <strong>Learning</strong> 

Pötsch, Manfred 

Practice firms in Austria and the network 

worldwide 

Oleynikova, Olga 

Challenges <strong>for</strong> VET in a Greater 

Europe





and Training? 














Date / Time 



Bittner, Elisabeth; Sommer- 

Schmidt, Marion 

prepared4future-Acquiring ICT-Skills in 

Extracurricular Activities offered in All- 

Day Schools in Rhineland-Palatinate 

Sethia, Rajendra Kumar 

Developing <strong>Learning</strong> Communities 

Dahleez: Exploring the Role of 

Intergenerational <strong>Learning</strong> and Revival 

of Indigenous Knowledge Systems as 

Catalysts <strong>for</strong> Women’s Empowerment: 

A Case Study from India 

Masisi, Rose G. 

Reducing Unemployment Rates by 

Producing the Work<strong>for</strong>ce that 

Industry Wants: The Botswana 

Perspective. 

Lifka, Erich 

Education Demand Analysis in 

South-East Europe 

Thursday 

1100 - 1230 

Hermes, Claudia 

Promoting international teamwork <strong>for</strong> the 

cultural adaptation of qualification networks 

Blanken, Jochen 

Lifelong <strong>Learning</strong> Weeks in South- 

Eastern Europe 

Vishwakarma, Mahesh 

Training Need Assessment of 

Vocational Education in a Deregulated 

Environment: A Case Study 

Chand, Dipendra Bahadur 

Vocational Education and Training to 

Youths - A pre-requisite <strong>for</strong> Poverty 

Reduction in Nepal 

Daxböck, Karl 

Foreign trainers in South-East 

Europe 

Griese, Ludger 

Solutions <strong>for</strong> standard business situations: 

The business economy computer 

program “PC Kaufmann” (schooling version) 

and its uses, exemplified through 

the model company Elwers-KG.de 

Lawrence, Allan 

Enhancing transversal skills through the 

use of creativity and innovation. 

Majumder, Shyamal 

Emerging Generic Skills <strong>for</strong> 

Employability in the Knowledge 

Economy 

Heiserer, Reinhard, Dörrich, 

Hans-Jürgen 

Don Bosco Vocational Training - 

A Contribution to Combatting Use 

Unemployment 

Hajrizi, Edmond 

IEME - an International Know- 

How Transfer Institution in South- 

East Europe 

29

30 





and Training? 














Date / Time 

Finder, Gunthilde; Ebner-Thaller, 

Anneliese 

International Communication Skills in 

Business” A novel approach to language 

education used in the classroom 

Stenström, Marja Leena 

Searching <strong>for</strong> Innovative Practice- 

Oriented Assessment Models in 

Vocational Education and Training: 

Introducing a European Project QUAL- 

PRAXIS 

Thompson, Dale E.; Thompson, 

Cecelia; Lyle, Buddy 

Planning an Alternative Vocational 

Teacher Preparation Program 

Andrew Theo N.; Tyobeka E. 

Integrating Career Focused and 

Traditional University Education in 

South Africa - An Evolutionary 

Perspective 

Harramach, R. Niki 

Cross Cultural Training and 

Coaching in International 

Companies Groups 

Thursday 

1400 - 1530 



Kingsbury, David; Daines, Jeanette Peterson, Ruth 

The Creation and Enhancement of UP FROM UNDER DOWNUNDER: 

Economic Activity through 

Linking Career Development in New 

Collaboration of Providers of Technical Zealand with Recognition of Prior 

Vocational Education on a Regional and <strong>Learning</strong> in Vocational Education and 

International Basis 

Training 

Barabasch, Antje; Persaud, 

Nalini 

Utilizing the Participatory 

Empowerment Model of Evaluation 

to Reflect on Lifelong <strong>Learning</strong> and 

the Knowledge Economy in South 

Africa. 

Romjin, Clemens 

An Integrated Approach to 

<strong>Learning</strong> Networks 



Schneeberger, Arthur 

Transparency and Recognition of 

Vocational Qualifications - Problems and 

Promising Approaches 

Norton, Robert 

The DACUM Curriculum Development 

Process 

Vishwakarma, Suresh; 

Vishwakarma, Mahesh 

Vocational Training Needs in modern 

environments on small island 

nations: A Case Study of Seychelles 

Balci, Sabahattin 

Providing Dual Degrees by having 

cooperation on Education Abroad





and Training? 














Date / Time 

Brandner, Manfred 

Best Practise: Schools of Austria and e- 

<strong>Learning</strong> in practise 

Hödl, Leo 

Vocational guidance to apprenticeship 

needs practical in<strong>for</strong>mation in time 

Brichta, Christina; Schlögl, Collingro, Peter 

Peter; Kugi, Edith 

Basic and Further Education <strong>for</strong> Vocatio- 

What are the Goals and Key Factors nal School Directors- a Cooperation 

in managing <strong>for</strong> a successful Co- Project between the Governments of 

operation of Schools and Enterprises The People’s Republic of China and the 

in Initial Vocational Training? Federal Republic of Germany 

Seufert, Robert 

Timetable conscious Curriculum - 

long term relelvant basic knowledge 

versus short-term content 

specific knowledge 

Friday 

1100 - 1230 

Kristöfl, Robert 

Education Pool Austria 

Stenström, Marja Leena 

Linkages between Education and 

Working Life: Career Development of the 

Polytechnic Graduates in Finland 

Robinson, Bronwyn 

The Casualisation of VET Teaching Staff 

and Its Impact on Teaching Quality 





Sandtner, Heimo 

Content Cluster South and didactical 

aspects of e-<strong>Learning</strong> 

Bowlsbey, JoAnn Harris; Corson, 

Marisa; Harrington, Phil 

Impacting VTE with Internet-based 

Career Planning 

Balci, Sabahattin 

The Bachelor’s Degree Continuation by 

using Block Transfer Methods Abroad 

(2+2) 



Azizi, Nematollah; Lasonen, 

Johanna 

Work-based <strong>Learning</strong> in European 

Context: A Critical Reflection on 

New Challenges 

31

32 





and Training? 














Date / Time 



Begolli, Gezim 

Transition School to Work through 

Cooperation of Training Providers with 

Private Companies - Challenges and 

Opportunities of Vocational Training in 

Albania 

O’Lawrence, Henry 

The Role of Education and Training <strong>for</strong> 

Welfare Re<strong>for</strong>m Recipients at Cali<strong>for</strong>nia 

State University Long Beach Center <strong>for</strong> 

Career Studies 

Seufert, Robert 

Vocational Education <strong>for</strong> Engineers 

shown on the example of the TGM 

(Das Technologische 

Gewerbemuseum - The School of 

Technology) 

Hajrizi, Edmond 

The role of vocational and training 

in the developing of economy and 

industry in european fast changes 

countries 

Friday 

1400 - 1530 

Baumgartner, Alois 

Workshop on Welding Training 

Jager, Annet; Mittendorff, Kariene; 

Nieuwenhuis, Loek 

Alignment of Rationalities in Life Long 

<strong>Learning</strong> <strong>for</strong> Work: Challenges <strong>for</strong> VET 

Colleges. 

Prigelmeier, Dean 

Improving Worker Capacity-A New 

Model of Work<strong>for</strong>ce Development <strong>for</strong> a 

Competitive Economic Environment 

Hammerschmid, Andreas 

Preparing the unemployed 

Work<strong>for</strong>ce <strong>for</strong> the challenge of an 

united Europe 

Demjaha, Luljeta Belegu 

VET re<strong>for</strong>m in Kosovo 


The European Business Drivers’ Licence 

Sadri, Abas 

Development of Technical & Vocational 

Training in Secondary Education in the 

Islamic Republic of Iran, Problems and 

Perspectives. 

Lee, Jungmann; Om, Kiyong; 

Chang, Juno; Pang, Sungsik 

Innovation of IT human resource development 

in Korea 

Harnish, Dorothy; Lynch, 

Richard 

Research from Postsecondary 

Technical Education and Implications 

<strong>for</strong> Lifelong <strong>Learning</strong> 

Barac, Stipe; Mulać, Salih; 

Puhalić, Durad 

Challenges <strong>for</strong> VET in Bosnia and 

Hercegovina

Educational Visits 24 August 2004 

34 

The following Educational Visits are available on Tuesday 24 August 2004. 

Departure will be from the WKO - Chamber of Commerce and Industry in Vienna, Wiedner Hauptstrasse 

63, just outside at the times indicated. Please note that tours 2 and 3 can both be combined with tour 6 

<strong>for</strong> maximum coverage. There will be time <strong>for</strong> a brief snack between the tours. Hence you can choose 

either one out of the six or the combination 2+6 or 3+6. 

1. Austrian Federal Railways (ÖBB) 

Maintenance <strong>for</strong> Locomotive and Wagons 

You can get an insight into how this branch of the Austrian Federal Railways 

organises practical training. 

09.00 departure 

10.15–12.30 Programme 

12.40–13.30 Lunch 

14.15 Return to WKO 

Maximum number of participants: 30 

2. EBS-Kläranlage Simmering 

Waste water treatment plant 

In<strong>for</strong>mation on Training 


10.00 – 12.00 Programme 



3. Jugend am Werk 

This NGO trains about 1.000 young men and women per year who have been unable to 

find an apprenticeship on the open job market. Jugedn am Werk offers a wide range of 

courses <strong>for</strong> vocational training and qualifications. 


10.00 – 12.00 Programme 


Maximum number of participants: 20

Educational Visits 24 August 2004 

4. Opel Austria Powertrain GmbH 

FIAT-GM Powertrain, one of the World's largest producers of engines 

and transmissions, active in training and showing how it works. 


10.00 -12.00 Programme 

12.15 Lunch 

14.30 return to WKO 


5. Vocational Institution Vienna (BFI Wien) 

Leading institute of employee-oriented vocational education 

and continuing training 

http://www.bfi.at/english/facts/index.html 

09.00 Departure 

09.45 - 12.15 Programme 

12.15 Lunch 



6. Wiener Stadtgartenamt 

Vocational School Garden at the Municipal Gardens Authority, 

Practical Training 

13.15 Departure 

14.00 – 16.00 Programme 



35

List of Abstracts <strong>for</strong> Parallel Sessions 

The following pages contain the abstracts of the papers as submitted by the authors. They are listed in alphabetical 

order of the author name. If you want to locate the abstract <strong>for</strong> a specific session, check the author name and then 

find the name in the list below. The other way round is more complicated. If you want to find when a particular 

presentation or author is scheduled, you have to search through the programme <strong>for</strong> the parallel sessions. 

Most papers, presentations, abstracts and brief biographical in<strong>for</strong>mation on the authors can be found on the 

conference CD. 

01 Al Zaroo, Salah; Kuhail, Hisham - Palestine - szaroo@hotmail.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 

The Main Charactaristcs of the Palestinian National Strategy <strong>for</strong> Vocational Technical Education and Training . . . . .42 

02 Amor Bravo, Elias - Spain - Amor_eli@gva.es . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 

The Valencian Plan of Vocational Training: a Regional Strategy <strong>for</strong> Lifelong <strong>Learning</strong> . . . . . . . . . . . . . . . . . . . . . . . .42 

03 Andrew Theo N.; Tyobeka E. - South Africa - Theoandr@twr.ac.za . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 

Integrating Career Focused and Traditional University Education in South Africa - An Evolutionary Perspective . . . .42 

04 Azizi, Nematollah; Lasonen, Johanna - Iran - Nematollah.Azizi@ktl.jyu.fi . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 

Work-based <strong>Learning</strong> in European Context: A Critical Reflection on New Challenges . . . . . . . . . . . . . . . . . . . . . .43 

05 Balci, Sabahattin - Turkey - Uluslararasi.Iliskiler@cmyo.ankara.edu.tr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 

Providing Dual Degrees by having cooperation on Education Abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 

06 Balci, Sabahattin - Turkey - Uluslararasi.Iliskiler@cmyo.ankara.edu.tr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 

The Bachelor’s Degree Continuation by using Block Transfer Methods Abroad (2+2) . . . . . . . . . . . . . . . . . . . . . . .44 

07 Barabasch, Antje; Persaud, Nalini - Germany / USA - jetweg@web.de . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

Utilizing the Participatory Empowerment Model of Evaluation to Reflect on Lifelong <strong>Learning</strong> and the Knowledge 

Economy in South Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

08 Barac, Stipe; Mulać, Salih; Puhalić, Durać - Bosnia - Dpuh@prijedor.com , edina.cubela@gtz.ba , 

stipo.barac@tel.net.ba . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

Challenges <strong>for</strong> VET in Bosnia and Hercegovina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

09 Baumgartner, Alois - Austria - alois.baumgartner@bpi.ac.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 

Workshop on Welding Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 

10 Begolli, Gezim - Albania - gezimbegolli@yahoo.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 

Transition School to Work through Cooperation of Training Providers with Private Companies - Challenges and 

Opportunities of Vocational Training in Albania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 

11 Bierman, Ronel - South Africa - bierman@vcorporate.co.za . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 

Creating a Sustainable <strong>Learning</strong> Community: The Vuselela College - Jouberton Campus and Are-Fadimeheng 

Secondary School Computer Literacy Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 

12 Bittner, Elisabeth; Sommer-Schmidt, Marion - Germany - Elisabeth.Bittner@mbfj.rlp.de . . . . . . . . . . . . . . . . .46 

prepared4future-Acquiring ICT-Skills in Extracurricular Activities offered in All-Day Schools in Rhineland-Palatinate . .46 

13 Blanken, Jochen - Albania - office@parsh.org.al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 

Lifelong <strong>Learning</strong> Weeks in South-Eastern Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 

14 Bowlsbey, JoAnn Harris; Corson, Marisa; Harrington, Phil - USA - Bowlsbey@Erols.com . . . . . . . . . . . . . . . . .47 

Impacting VTE with Internet-based Career Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 

15 Boyer, Heinz - Austria - heinz.boyer@imc-krems.ac.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 

37

38 

Competitiveness in educational institutions or to be different to all the others - the example of 

IMC University of Applied Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 

16 Brandner, Manfred; Kristöfl, Robert; Sandtner, Heimo - Austria - manfred.brandner@bitmedia.cc , 

robert.kristoefl@bmbwk.gv.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 

Best Practise: Schools of Austria and e-<strong>Learning</strong> in practise / Education Pool Austria / Content Cluster 

South and didactical aspects of e-<strong>Learning</strong> . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 

17 Brante, Ilze - Latvia - Ilze.Brante@izmpic.gov.lv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 

Quality of vocational education – guarantee <strong>for</strong> competitiveness in European and global labour markets . . . . . . . . .49 

18 Brichta, Christina; Schlögl, Peter; Kugi, Edith - Austria - Christina.brichta@oegb.or.at . . . . . . . . . . . . . . . . . .49 

What are the Goals and Key Factors in managing <strong>for</strong> a successful Co-operation of Schools and 

Enterprises in Initial Vocational Training? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 

19 Byamugisha, Albert; Giersche, Matthias; Hab'Iyalemuye, Dominic - Uganda - Pevot@pevot.infocom.co.ug . . .49 

How does a vocational training program contribute to poverty reduction within a sector-wide approach – 

the Ugandan Case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 

20 Chand, Dipendra Bahadur - Nepal - national_yg@hotmail.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 

Vocational Education and Training to Youths - A pre-requisite <strong>for</strong> Poverty Reduction in Nepal . . . . . . . . . . . . . . . . .50 

21 Chittreck, Andreas; Ewald, Lutz - Germany - andreas.chittreck@pebb.de , lutz.ewald@pebb.de , 

Christiane.Schneider@pebb.de . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 

Successful concepts <strong>for</strong> the vocational reorientation and reintegration of special target groups: Civilian personnel 

employed by the armed <strong>for</strong>ces and people with health conditions and disabilities . . . . . . . . . . . . . . . . . . . . . . . . . .51 

22 Collingro, Peter - China - Peter.collingro@gtz.de . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 

Basic and Further Education <strong>for</strong> Vocational School Directors- a Cooperation Project between the Governments 

of The People’s Republic of China and the Federal Republic of Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 

23 Daxböck, Karl - Austria - karl.daxboeck@org-knowhow.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 

Foreign trainers in South-East Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 

24 de Vries, Pauline - Australia - paulined@dmi.tafe.sa.edu.au . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 

Smarter Employees or Fledgling Entrepreneurs? Enterprise <strong>Learning</strong> Partnerships Creating “Career Options” . . . . .52 

25 Demjaha, Luljeta Belegu - Kosovo - luljeta.demjaha@mashtgov.net . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 

VET re<strong>for</strong>m in Kosovo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 

26 Dyomin, Viktor M. - Russia - Koek@comcor.ru . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 

VET Developments in Russia in the Context of Lifelong <strong>Learning</strong> . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 

27 Eisenriegler, Sepp - Austria - sepp.eisenriegler@rusz.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 

Social Economy as an important means of Vocational Education and Training, focussing the networking 

experiences of Repair and Service Center R.U.S.Z., Vienna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 

28 Ender, Gabriela - Germany - gabriela.ender@OpenSpace-Online.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 

Bridging Gaps between Face-to-Face and Online Participation and Collaboration: Real-time Meetings with 

OpenSpace-Online® - The Power of People! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 

29 Finder, Gunthilde; Ebner-Thaller, Anneliese - Austria - gundi_finder@gmx.at . . . . . . . . . . . . . . . . . . . . . . . . . .56 

International Communication Skills in Business. A novel approach to language education used in the classroom . . .56 

30 Frey, Karl - Germany - karl.frey@t-online.de . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 

Online <strong>Institute</strong> <strong>for</strong> TVET in Arabian Countries - a Feasibility Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 

31 Griese, Ludger - Germany - info@griese-verlag.de . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Solutions <strong>for</strong> standard business situations: The business economy computer program “PC Kaufmann” 

(schooling version) and its uses, exemplified through the model company Elwers-KG.de . . . . . . . . . . . . . . . . . . . .57 

32 Hajrizi, Edmond - Kosovo - Ehajrizi@ieme.info . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 

The role of vocational and training in the developing of economy and industry in European fast changes countries .57 

33 Hajrizi, Edmond - Kosovo - Ehajrizi@ieme.info . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 

IEME - an International Know- How Transfer Institution in South-East Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 

34 Hammerschmid, Andreas - Austria - office@bitonline.cc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 

Preparing the unemployed Work<strong>for</strong>ce <strong>for</strong> the challenge of an united Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 

35 Harnish, Dorothy; Lynch, Richard - USA - harnish@coe.uga.edu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 

Research from Postsecondary Technical Education and Implications <strong>for</strong> Lifelong <strong>Learning</strong> . . . . . . . . . . . . . . . . . . .58 

36 Harramach, R. Niki - Austria - office@harramach.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 

Cross Cultural Training and Coaching in International Companies Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 

37 Heitmann, Werner - South Africa - sdsigtz@icon.co.za . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 

The South African Learnership VET System: A Brand-New Combination of the Two VET Mega-Trends: Competency- 

<strong>Based</strong> and Dual-Oriented VET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 

38 Hödelmoser, Andreas - Austria - a.hoedelmoser@wup.baumit.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 

A new approach to apprentice training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 

39 Hödl, Leo - Austria - hoedl@biwi.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 

Vocational guidance to apprenticeship needs practical in<strong>for</strong>mation in time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 

40 Jager, Annet; Mittendorff, Kariene; Nieuwenhuis, Loek - Netherlands - anj@stoas.nl . . . . . . . . . . . . . . . . . . . .61 

Alignment of Rationalities in Life Long <strong>Learning</strong> <strong>for</strong> Work: Challenges <strong>for</strong> VET Colleges. . . . . . . . . . . . . . . . . . . . . .61 

41 Karner, Ernst - Austria - ekarner@it4education.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 

International Certificates in business and IT <strong>for</strong> pupils at school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 

42 Karrasch, Hartmut - Germany - hartmut.karrasch@echtzeit<strong>for</strong>tbildung.de . . . . . . . . . . . . . . . . . . . . . . . . . . .62 

Talking, acting and learning in realtime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 

43 Keppler, Heinz - Germany - keppler@lucas-nuelle.de . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 

Blended <strong>Learning</strong> Solutions <strong>for</strong> Technical Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 

44 Khom, Walter; Marx, Jürgen - Austria - walter.khom@bitmedia.cc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 

The International Computer Drivers’ Licence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 


The European Business Drivers’ Licence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 


Practise e-<strong>Learning</strong> with learning content and technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 

47 Kingsbury, David; Daines, Jeanette - USA - dkingsbury@bemidjistate.edu . . . . . . . . . . . . . . . . . . . . . . . . . . .63 

The Creation and Enhancement of Economic Activity through Collaboration of Providers of Technical Vocational 

Education on a Regional and International Basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 

48 Lassnigg, Lorenz - Austria - lassnigg@ihs.ac.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 

VET research as a contribution to the development of lifelong learning - requirements and pitfalls . . . . . . . . . . . . . .63 

49 Lawrence, Allan - UK - a.m.lawrence@sal<strong>for</strong>d.ac.uk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 

Enhancing transversal skills through the use of creativity and innovation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 

50 Lee, Jungmann; Om, Kiyong; Chang, Juno; Pang, Sungsik - Korea - mann@iita.re.kr . . . . . . . . . . . . . . . . . . .65 

Innovation of IT human resource development in Korea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 

39

40 

51 Lifka, Erich - Austria - erich.Lifka@wko.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 

Education Demand Analysis in South-East Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 

52 Majumder, Shyamal - India - Shyamal_majumder@hotmail.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 

Emerging Generic Skills <strong>for</strong> Employability in the Knowledge Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 

53 Masisi, Rose G. - Botswana - masisir@bota.org.bw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 

Reducing Unemployment Rates by Producing the Work<strong>for</strong>ce that Industry Wants: The Botswana Perspective. . . . .66 

54 Milanovich, Marlis - Austria - office@jaw.at , pr@jaw.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 

"Qualification means future“ – Experiences of Jugend am Werk in the Field of Vocational Training <strong>for</strong> Young People .66 

55 Norton, Robert - USA - norton.1@osu.edu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 

The DACUM Curriculum Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 

56 O’Lawrence, Henry - USA - holawren@csulb.edu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 

The Role of Education and Training <strong>for</strong> Welfare Re<strong>for</strong>m Recipients at Cali<strong>for</strong>nia State University 

Long Beach Center <strong>for</strong> Career Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 

57 Oakley, Gary D. - Qatar - goakley@yahoo.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 

A System <strong>for</strong> Developing, Evaluating and Revising Competency <strong>Based</strong> VET Programs . . . . . . . . . . . . . . . . . . . . . .67 

58 Oleynikova, Olga - Russia - observer@netclub.ru . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 

Challenges <strong>for</strong> VET in a Greater Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 

59 Pereira, Clarence A. - South Africa - petuniar@eec.edu.za . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 

Vocational Education and Training – a contribution towards poverty reduction? . . . . . . . . . . . . . . . . . . . . . . . . . . .68 

60 Peterson, Ruth - New Zealand - ruth.peterson@manukau.ac.nz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 

UP FROM UNDER DOWNUNDER: Linking Career Development in New Zealand with Recognition of Prior <strong>Learning</strong> in 

Vocational Education and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 

61 Pötsch, Manfred - Austria - manfredpoetsch@hotmail.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 

Practice firms in Austria and the network worldwide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 

62 Prigelmeier, Dean - USA - Prigelmeier@aol.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 

Improving Worker Capacity-A New Model of Work<strong>for</strong>ce Development <strong>for</strong> a Competitive Economic Environment . . .69 

63 Robinson, Bronwyn - Australia - Bronwyn.robinson@rmit.edu.au . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 

The Casualisation of VET Teaching Staff and Its Impact on Teaching Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 

64 Romjin, Clemens - Netherlands - cl.romijn@planet.nl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 

An Integrated Approach to <strong>Learning</strong> Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 

65 Sadri, Abas - Iran - ghkarimi@ut.ac.ir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 

Development of Technical & Vocational Training in Secondary Education in the Islamic Republic of Iran, 

Problems and Perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 

66 Schmid, Eleonora - Austria - Eleonora.Schmid@bmbwk.gv.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 

VET in Austria and its ties with EU Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 

67 Schneeberger, Arthur - Austria - schneeberger@ibw.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 

Transparency and Recognition of Vocational Qualifications - Problems and Promising Approaches . . . . . . . . . . . .71 

68 Schuch, Klaus - Austria - schuch@zsi.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 

Challenges <strong>for</strong> Vocational and Higher Education in Southeast Europe. Lessons Learnt from Monitoring 

of Educational Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 

69 Seibt, Frank - Germany - frankseibt@t-online.de . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 

E-learning via satellite services on the basis of the evolearning plat<strong>for</strong>m across Europe . . . . . . . . . . . . . . . . . . . . .72

70 Sethia, Rajendra Kumar - India - Rajsethia@hotmail.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 

Developing <strong>Learning</strong> Communities Dahleez: Exploring the Role of Intergenerational <strong>Learning</strong> and Revival of 

Indigenous Knowledge Systems as Catalysts <strong>for</strong> Women’s Empowerment: A Case Study from India . . . . . . . . . . .72 

71 Seufert, Robert - Austria - Robert.Seufert@tgm.ac.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 

Vocational Education <strong>for</strong> Engineers: The example of the TGM (Das Technologische 

Gewerbemuseum - The School of Technology) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 

72 Seufert, Robert - Austria - Robert.Seufert@tgm.ac.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 

Timetable conscious Curriculum - long term relelvant basic knowledge versus short-term content 

specific knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 

73 Sewdass, Nisha - South Africa - nsewdass@postino.up.ac.za . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 

Further Education and Training (FET) as a means of encouraging lifelong learning within the knowledge 

economy: a South African perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 

74 Sharma, Mukesh; Hahn, Dietmar J.; R. Parasuram - India - mukeshsharma@crispindia.com . . . . . . . . . . . . .74 

Vocational Education in India - A tool <strong>for</strong> sustainable development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 

75 Stenström, Marja Leena - Finland - marja-leena.stenstrom@ktl.jyu.fi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 

Linkages between Education and Working Life: Career Development of the Polytechnic Graduates in Finland . . . . .75 

76 Stenström, Marja Leena - Finland - marja-leena.stenstrom@ktl.jyu.fi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 

Searching <strong>for</strong> Innovative Practice-Oriented Assessment Models in Vocational Education and Training: 

Introducing a European Project QUAL-PRAXIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 

77 Stocker, Herwig - Austria - herwig.stocker@aon.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 

Interactive Media in Modern <strong>Learning</strong> Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 

78 Thompson, Dale E.; Thompson, Cecelia; Lyle, Buddy - USA - thomp@uark.edu . . . . . . . . . . . . . . . . . . . . . .76 

Planning an Alternative Vocational Teacher Preparation Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 

79 Toelle, Michael - Austria - michael.toelle@akwien.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

A new tool <strong>for</strong> co-financing lifelong learning in Austria: The learning voucher of the Chamber of Labour . . . . . . . . .77 

80 Vishwakarma, Mahesh - India - maheshvishwakarma@hotmail.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Training Need Assessment of Vocational Education in a Deregulated Environment: A Case Study . . . . . . . . . . . . . .77 

81 Vishwakarma, Suresh; Vishwakarma, Mahesh - Seychelles - Sureshvishwakarma@hotmail.com . . . . . . . . . .78 

Vocational Training Needs in modern environments on small island nations: A Case Study of Seychelles . . . . . . . . .78 

82 Washi, Sidiga - Sudan - Sidigawashi73@hotmail.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 

Situational Analysis of Vocational Education and Training in the Sudan: A Field Study . . . . . . . . . . . . . . . . . . . . . . .78 

83 Zemanek, Jutta - Austria - Zemanek@spengergasse.at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 

Vocational Training in Austria - possible contributions to a United Europe with special regards to the Higher 

Technical and Vocational School Spengergasse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 

The following pages contain the abstracts of the papers as submitted by the authors. They are listed in alphabetical 

order of the author name. If you want to locate the abstract <strong>for</strong> a specific session, check the author name and then 

find the name in the list below. The other way round is more complicated. If you want to find when a particular 

presentation or author is scheduled, you have to search through the programme <strong>for</strong> the parallel sessions. 

Most papers, presentations, abstracts and brief biographical in<strong>for</strong>mation on the authors can be found on the 

conference CD. 

41

42 

01 Al Zaroo, Salah; Kuhail, Hisham - Palestine - szaroo@hotmail.com 

The Main Charactaristcs of the Palestinian National Strategy <strong>for</strong> Vocational Technical Education and 

Training 

The PNA has inherited a run down system of VTET designed to train low skill workers <strong>for</strong> the Israeli labour market, a 

VTET system that is teaching according to curricula that are at least 25 years old, or according to no curricula at all, 

that utilize equipment and buildings that are vastly outdated or obsolete, and based on teachers and trainers that have 

received little training, in pedagogic and in vocational skills, and which only have the capacity of training 3 % of the 

student population in any given year. 

Thus, there is no doubt that the system is in serious need of development, if it is to produce graduates that will 

contribute to the national wealth of Palestine and reduction of poverty. After three years of work, a national strategy <strong>for</strong> 

vocational and technical education (VTET) has been <strong>for</strong>mulated. The aim and objective of the strategy is to create a 

VTET system that is: relevant, flexible, effective, efficient, accessible, sustainable, and which fulfils its general 

obligations towards the Palestinian society. 

This paper tries to explore the main characteristics of the Palestinian strategy including: aims, objectives, and structure 

of the Palestinian VTET, interrelations with the rest of the educational system, and management of the revised system. 

The roles of government, local community based organisations, the private sector and other stakeholders in providing 

training. It tries also to identify what has been achieved so far, and what emergency plan has been set-up to proceed 

in this unique conflict situation. 

02 Amor Bravo, Elias - Spain - Amor_eli@gva.es 

The Valencian Plan of Vocational Training: a Regional Strategy <strong>for</strong> Lifelong <strong>Learning</strong> 

This paper presents the making process of the Valencian Plan of Vocational Training in order to give an answer to the 

regional policy of Valencian Community in terms of building <strong>for</strong> the future a new culture in the society based in the 

Lifelong <strong>Learning</strong> process, according to the recently established Law of Qualifications and Vocational Training (Ley 

5/2002 de las Cualificaciones y la Formación Profesional). 

This Plan elaborated with a methodology based in strategic planning, is inspired in consensus and full participation of 

social agents and regional government in the Valencian Council of Vocational Training, the institution which was 

responsible <strong>for</strong> the preparation of the <strong>for</strong>mer studies and its later analysis and evaluation. 

This paper also exposes the advantages of this experience in strategic planning of vocational training <strong>for</strong> regional policy 

and its possible application in other European regions. 

03 Andrew Theo N.; Tyobeka E. - South Africa - Theoandr@twr.ac.za 

Integrating Career Focused and Traditional University Education in South Africa - An Evolutionary 

Perspective 

The South African higher education system is currently undergoing major restructuring with respect to the shape and 

size of the traditional technikons and universities. A major implication of this restructuring is that the previous binary 

divide between career focused (technikons) and university type education will not be necessarily institutionalized. The 

merging of a career focused institution with a traditional university is not a trivial issue. This paper however will focus 

on the challenges facing the integration of ‘career’ and traditional university programmes. The engineering field is used 

as a case study. The authors attempt to develop an appreciation <strong>for</strong> the inherent complexity by first analyzing the 

evolution of <strong>for</strong>mal career focused education in South Africa, in the context of its external environment and the 

pedagogic imperatives. A general synthesis of the rationale <strong>for</strong> the restructuring of the Higher Education sector in 

South Africa and its implications will set the stage <strong>for</strong> identifying the key challenges. The paper will conclude by 

providing some scenarios that could ameliorate these challenges.

04 Azizi, Nematollah; Lasonen, Johanna - Iran - Nematollah.Azizi@ktl.jyu.fi 

Work-based <strong>Learning</strong> in European Context: A Critical Reflection on New Challenges 

In the light of internationalization wave as a result of widespread socio-economic and political challenges in the 

global context on the one hand and the fast track and rapidly changing in<strong>for</strong>mation-based era on the other hand, 

we are witnessing a world wide shortcoming and failure of education systems in being well-connected to the 

current and future needs of society at large and the crucial requirements the world of work in particular. 

Further more merging a combined and unified European community which dramatically speeds up work<strong>for</strong>ce 

mobility inside of this borderless society in itself is problematic in terms of young adult preparation <strong>for</strong> world of work. 

Consequently while closing the gap between education and the economy in Europe dates back to decades ago but 

it still concerns many educational policy makers and practitioners. Indeed unemployment among young people in 

recent years has been rising and has caused major debates and critics about a role which has not been played by 

education systems. 

There<strong>for</strong>e in order to bridge the education system to the labour market, providing and focusing on work-based learning 

has been emphasized intensively in most European nations. This theme has been considered as a planned 

activity that uses work as a goal, as a means and as a context (learning <strong>for</strong>, through and in work) <strong>for</strong> 

learning. However as initial outcomes of an ongoing qualitative research, this paper aims to address all dimensions 

(both strengths, weaknesses and challenges) of the young work-based preparation process. Our initial findings 

show in both national and trans-national levels major re<strong>for</strong>ms are taking place, which show the work-based learning 

as desired direction towards having an effective education and training system. 

05 Balci, Sabahattin - Turkey - Uluslararasi.Iliskiler@cmyo.ankara.edu.tr 

Providing Dual Degrees by having cooperation on Education Abroad 

Technical and Vocational Education has been undertaking the role of development not only in developed countries 

but also in developing countries. Globalisation has brought a new dimension and perspective to TVE. To find a good 

place and educate and graduate qualified college students in the globalized world, colleges should search <strong>for</strong> new 

cooperations to provide dual degrees. In this paper, the need <strong>for</strong> dual degrees, operation of the system has been 

mentioned. 

06 Balci, Sabahattin - Turkey - Uluslararasi.Iliskiler@cmyo.ankara.edu.tr 

The Bachelor’s Degree Continuation by using Block Transfer Methods Abroad (2+2) 

Since there is a great concern about bachelor’s degree after secondary education, the bachelor’s degree capacity is 

too insufficient, and there are still thousands of people and their families searching <strong>for</strong> bachelor’s degree education 

opportunities abroad. 

Although the two-year college students are willing to continue bachelor’s education, it is hard to continue to bachelor’s 

degree education as the capacity is insufficient and limited. With the enrollment of these willing 

graduates to two-year colleges, they will gain profession and then by providing an opportunity to continue bachelor’s 

degree education abroad, a bachelor’s degree can be provided at lower cost. 

In this article the need <strong>for</strong> bachelor’s degree, the operation of the system was mentioned and the block transfer 

method which is still in operation in the USA and the UK is shown as an application media. 

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07 Barabasch, Antje; Persaud, Nalini - Germany / USA - jetweg@web.de 

Utilizing the Participatory Empowerment Model of Evaluation to Reflect on Lifelong <strong>Learning</strong> and the 

Knowledge Economy in South Africa. 

South Africa, though independent <strong>for</strong> a decade, still reflects the effects of the apartheid government that had more 

than half the country receiving minimal education and professional/vocational development. The profound need <strong>for</strong> 

education was a tall order not only <strong>for</strong> a third world country new to the role of governance, but even <strong>for</strong> thriving 

industrial countries such as the US. South Africa was <strong>for</strong>tunate in that it was able to attract and maintain sustained 

assistance by countries including Britain, Netherlands and Germany. However, external organizations have found their 

recommendations <strong>for</strong> solutions or programmatic training weakened by a lack of either research or direct knowledge of 

on the ground conditions and or needs. South Africa has experienced models or programs that, while successful in 

their regions, were not effectively geared to the needs in South Africa. These are rendered ineffective and quickly 

defunct leading to both a loss in money and time (http://www.aepro.org/inprint/conference/fetterman.html, 2004). 

Most small municipalities are unable to stand the stress of such a quick turn around of professional training investment 

that shows little or refutable outcomes. 

The participatory empowerment model of evaluation promoted by Dr. David Fetterman of Stan<strong>for</strong>d University 

addresses many of the issues and problems encountered in the development of a solution <strong>for</strong> long term training of 

both an adult and vocational population. This paper will seek to define and discuss these issues in relation to this 

model and illustrate how it may be applied to promote effective training and sustainability. This will entail a reflection 

on present day Life <strong>Learning</strong> and the Knowledge Economy and ways they may be in<strong>for</strong>med and trans<strong>for</strong>med by the 

process derived from each stage of the Participatory Empowerment Model. This paper utilizes interviews with 

participants of programs that use this model and South African organizations that have difficulty with ongoing 

sustained professional training. 

08 Barac, Stipe; Mulać, Salih; Puhalić, Durać - Bosnia - Dpuh@prijedor.com , edina.cubela@gtz.ba , 

stipo.barac@tel.net.ba 

Challenges <strong>for</strong> VET in Bosnia and Hercegovina 

VET has to ensure achieving of skills and knowledge <strong>for</strong> specific occupations. It has to set the basis <strong>for</strong> a continuing 

training and to prepare young people and the adults <strong>for</strong> an active life and participation in the working process and 

education. It is important to create the ability <strong>for</strong> a continuing and extraordinary education in schools and to provide 

good practical education and training. 

These are challenges 

<strong>for</strong> a development and usage of achieved skills in the professional work and life 

<strong>for</strong> a development of responsibility in the career, work motivation, communication skills, team work 

<strong>for</strong> the preparation of young people in a democratic society, <strong>for</strong> positive changes, development, initiative and business 

For that reason an expert team in the Federation of Bosnia and Hercegovina and the Republic of Srpska (the two 

entities in Bosnia and Hercegovina) elaborated an agreement <strong>for</strong> a NOMENCLATURE OF OCCUPATIONS (list of 

occupations) with functional responsibilities / qualifications in 13 occupation sectors and in all 100 separate 

occupations among which are 60 occupation in the 3rd grade (level) and 40 occupation in the 4th grade (level). 

Further re<strong>for</strong>m trends in VET have the following objectives: 

Launching of a modular education principle 

Practical adaptation of the including method 

Concept elaboration of a lower education level (one or two year education in VET schools)

Equipping of workshops with a modern equipment 

Continuing education of school workers (teachers and management) 

Continuing education and advanced training of masters (VKV) 

Exchange of VET experience with other European countries 

Bounding of labor market and education market: education <strong>for</strong> the labor market 

Possibility and ability <strong>for</strong> the international knowledge exchange <strong>for</strong> the skilled employees 

09 Baumgartner, Alois - Austria - alois.baumgartner@bpi.ac.at 

Workshop on Welding Training 

Training in the field of welding is a significant speciality because of the worldwide harmonised system since the year 

2000. In the years be<strong>for</strong>e we had to deal with the European Welding Federation (EWF), the American Welding 

Society (AWS) the International <strong>Institute</strong> of Welding (IIW), the Japanese Welding Society (JWS) and some other 

national or regional societies if we are talking about training, education, certification and authorisation in the field of 

welding. Thus particular societies had their own rules and regulations <strong>for</strong> qualification and certification of personnel 

and training institutions. 

Officially there is a harmonised system <strong>for</strong> qualification and certification round the world since April 2000 but it will 

take time to implement it <strong>for</strong> all regions and branches like the oil and gas industry. For the holder of the old” diploma 

there is a transition period to update it by participating and successfully passing the final exam of a transition course. 

Certificates of personnel and institutions valid maximum 5 years so the renewals have to be done in accordance 

with the rules and regulations given by the harmonised system and issued by the International Authorisation Board 

(IAB). The International Authorisation Board is the only one in the world <strong>for</strong> qualification and certification in the field 

of welding – result of the merger of EWF and AWS after 15 years of negotiations. Under this umbrella of 36 member 

countries the Authorised National Bodies (ANB) are acting in the particular countries and the Approved Training 

Bodies (ATB) are acting as training establishments in several regions of a country under supervision of an ANB. 

This structure makes it possible to show up with a certificate or diploma anywhere round the world and the qualification 

level of a respective person will be clear. Because of that the entrance requirements, the guidelines of theoretical 

education and practical training as well as certification of individuals, auditing of training establishments and 

institutions have to be very clear and strict in use. 

10 Begolli, Gezim - Albania - gezimbegolli@yahoo.com 

Transition School to Work through Cooperation of Training Providers with Private Companies - 

Challenges and Opportunities of Vocational Training in Albania 

- No abstract available - 

11 Bierman, Ronel - South Africa - bierman@vcorporate.co.za 

Creating a Sustainable <strong>Learning</strong> Community: The Vuselela College - Jouberton Campus and Are- 

Fadimeheng Secondary School Computer Literacy Project 

The Vuselela College: Jouberton Campus/Are-Fadimeheng Computer Literacy Project is an exceptional example of 

excellence and sustainable training focused on the learning environment of the next generation. Starting through the 

innovative use of dated DOS technology and equipment, a sustainable learning community has been created with 

benefits on multiple levels. A secondary school typing classroom was converted into a computer literacy training 

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centre with twenty-eight 486 computers and twelve dot matrix printers. The programme has been “upgraded” since 

the beginning of 2004 to run on Windows technology. 

Grade 10 and 11 learners attend a one hour class per week <strong>for</strong> ten weeks. They start with keyboard and basic word 

processing skills, and progress to intermediate and advanced word processing and spreadsheet skills. 

The project is financially self-sustaining. The fee per learner covers the expenses towards maintenance of equipment, 

consumables and the facilitator’s remuneration. A fixed amount per learner is contributed to the school fund. 

Key benefits: 

Upon completion of the course, learners can proceed to Windows training at the campus, and many take Computer 

Practice as an additional Grade 12 subject. A sustainable learning community is created. 

Learners are simultaneously equipped with a useful skill <strong>for</strong> FET and HET, and a marketable workplace skill. 

The school status has been enhanced to a sought after secondary school, resulting in an increased learner intake. 

The partnership between the college and local school community ensures strong linkages and good relations. 

The facilitator is an unemployed N6 college student. She now earns an income, gains experience that improves her 

employability, and the administrative part of the work serves as experience towards her obtaining a National Diploma. 

Future plans: 

Ensuring that all Are-Fadimeheng Grade 12 school leavers are computer literate. 

Training teachers and administrative staff to utilize computer technology <strong>for</strong> work and other purposes. 

Involving in computer training, as well as computerised literacy and numeracy programmes. 

Meeting the needs of learners from neighbouring schools as well as working parents through after hour programmes. 

12 Bittner, Elisabeth; Sommer-Schmidt, Marion - Germany - Elisabeth.Bittner@mbfj.rlp.de 

prepared4future-Acquiring ICT-Skills in Extracurricular Activities offered in All-Day Schools in Rhineland- 

Palatinate 

In this workshop the presenters share in<strong>for</strong>mation about an ICT project which started in September 2003. Four pilot 

schools were selected <strong>for</strong> testing the program. The first two schools began their activities in September 2003, one 

school followed in November 2003 and the fourth school entered the pilot phase in February 2004. The program was 

offered as a voluntary extracurricular activity in all-day schools aiming at a final ICT exam to receive an ICT driving 

licence (Xpert). A total of 101 students (60 girls, 41 boys) from grade 5 up to grade 9 were enrolled. 

The project design focusses on providing contextual learning <strong>for</strong> vocational skills and on fostering per<strong>for</strong>mance 

orientation. 

ICT-competence is a prerequisite <strong>for</strong> the world of labour and provides guidance in the process of job orientation. This 

is crucial, especially <strong>for</strong> our young learners as the transition between general education and vocational training is huge. 

Business and industry complain about 'not trainable' students. It is in this context that prepared4future was set up. 

The program has two core components: 

the obligatory modules to receive the ICT driving licence and the equivalent project work to train vocational skills (i.e. 

how to apply, how to prepare <strong>for</strong> an interview, etc.) and 

- the training concept <strong>for</strong> the teachers with regular workshops. 

They were trained and assisted in working with the set of workbooks, especially designed <strong>for</strong> this program. ICT project 

work was made available on an internet plat<strong>for</strong>m, targeted to meet the needs of young users. 

The project was continually evaluated by teachers and students; problems were addressed and necessary changes 

made. The positive feedback of the final evaluation received from teachers, students and parents led to the objective 

to launch the program on a larger scale.

13 Blanken, Jochen - Albania - office@parsh.org.al 

Lifelong <strong>Learning</strong> Weeks in South-Eastern Europe 

The <strong>Institute</strong> <strong>for</strong> International Cooperation of the German Adult Education Association (IIZ/DVV) is working since 

1969 on improving adult education in about 50 countries all over the world. The <strong>Institute</strong>’s main aim is poverty 

reduction by strengthening labour skills, knowledge acquisition and personality building with adult education and 

lifelong learning programs. These activities are closely linked with en<strong>for</strong>cement of democratic structures and building 

up civil societies. In this concept the human being is seen as a complex individual learning not only <strong>for</strong> work, but 

also <strong>for</strong> developing own personality and the personal environment of the whole society. 

The work of the IIZ/DVV, financed by the German Federal Ministry of Economic Cooperation and Development and 

the German Federal Ministry of Foreign Affairs, started in classic developing countries in Africa, South-America and 

Asia, Activities expanded also in East and Southeast European countries following the fall of the iron wall. 

In Southeast Europe first project offices opened in Rumania, Macedonia and Bulgaria, a little bit later also in Albania. 

In the year 2000 the Adult Education Network in Southeast Europe (EBIS) with representatives and partners in 9 

SEE-countries financed by the SEE-Stability-Pact was founded. There are many activities, regular meetings, 

common seminars, cross-border activities, exchanging experiences, breaking traditional walls between peoples, 

men and institutions. There is a broad field of different activities increasing employability by vocational education and 

training, promoting the socially disadvantaged and marginalized groups of the population, encouraging participatory 

teaching on active citizenship and creating and developing sustainable adult-education institutions. 

One of the most important and successful activities is promoting the lifelong-learning weeks movement in Southeast 

Europe. In the region lifelong-learning weeks started in Slovenia in 1996, initiated by the Slovenian <strong>Institute</strong> <strong>for</strong> Adult 

Education (ACS) the Slovenian partner organisation of the IIZ/DVV. So, by initiative of the EBIS-Network, national 

delegations of the SEE-partner countries were invited to the Lifelong <strong>Learning</strong> Week in 2000 in Slovenia. The 

Slovenian <strong>Institute</strong> started the widening of this movement by organizing training meetings and supporting the 

neighbouring countries in preparing their national weeks. 

14 Bowlsbey, JoAnn Harris; Corson, Marisa; Harrington, Phil - USA - Bowlsbey@Erols.com 

Impacting VTE with Internet-based Career Planning 

A global focus is being made on the connection between a skilled work<strong>for</strong>ce and sustained economic growth. A 

key to this connection is identifying and aligning individuals’ interests to a focused career plan. In many regions of 

the United States, local and state educational leaders are collaborating to set the agenda <strong>for</strong> vocational and technical 

education, providing career planning resources to promote a successful transition to the work<strong>for</strong>ce. 

A statewide model illustrates how the Internet-based Kuder® Career Planning System has been implemented and 

integrated with the broad-based Develop Your FutureTM curriculum to create a comprehensive approach to career 

exploration and planning. Implementation helps improve completion rates, recruiting and retention at two-year colleges, 

parental involvement, and awareness of vocational training and postsecondary options. 

Presenters will show how secondary schools, postsecondary institutions, work<strong>for</strong>ce development, economic development, 

and local business/industry are working together to implement the system and build a consistent approach 

to career development. 

Driven by online technology, the system allows individuals to access research-based interests, skills, and work 

values assessments, along with an electronic career portfolio. Attendees will discover how scientific interests and 

skills results are aligned to the Kuder® Career Clusters or another state specific pathway system and link to additional 

online resources. These results are used to assist individual counseling and create “placement with a purpose.” 

Combined with the comprehensive curriculum, students are able to develop the evolving career plan and skills 

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required by the 21st century work<strong>for</strong>ce. 

Presenters will also introduce the online database management system, which provides individual and aggregate 

results at local, district, and state levels. Educational leaders at all levels access a rich data set to assist accountability 

requirements, funding requests, curriculum planning, placement, and program retention and recruitment. 

Discussion of practical use will show how this program can provide valuable solutions <strong>for</strong> worldwide application. 

15 Boyer, Heinz - Austria - heinz.boyer@imc-krems.ac.at 

Competitiveness in educational institutions or to be different to all the others - example of the IMC 

University of Applied Sciences 


16 Brandner, Manfred; Kristöfl, Robert; Sandtner, Heimo - Austria - manfred.brandner@bitmedia.cc , 

robert.kristoefl@bmbwk.gv.at 

Best Practice: Schools of Austria and e-<strong>Learning</strong> in practise / Education Pool Austria / Content Cluster South and 

didactical aspects of e-<strong>Learning</strong> 

bit media has not only been a pathfinder <strong>for</strong> numerous e-government projects, but has also established itself in 

business circles as a guarantor <strong>for</strong> high quality learning projects with a technological edge and flexible project 

management. In the area of academic continuing education <strong>for</strong> example, the ECDL learning software from bit media is 

a broadly implemented and proven teaching material. bit media’s activities range from authoring tools to the learning 

management system elSITOS®, which they developed especially <strong>for</strong> schools in order to support the sustainable 

integration of new media into the learning process. 

Partners, like the federal authorities have successfully promoted the topic of e-<strong>Learning</strong> in the schools: The Ministry <strong>for</strong> 

Education, Science and Culture (bm:bwk). The ministry’s technology partner is bit media. Together, they launched the 

country-wide educational portal www.bildung.at. Effective immediately, the Ministry <strong>for</strong> Education, Science and Culture 

in Austria, in cooperation with bit media e-<strong>Learning</strong> solution, is providing all schools the possibility to create their own 

online learning areas. 

Using 9 successfully proven practical examples, bit media presents a fully functional, country-wide learning structure 

<strong>for</strong> Austrian schools. 

--- 

Bildung.at is the portal to the pool of e-<strong>Learning</strong> activities in Austria. It is a comprehensive, national hub <strong>for</strong> educationrelevant 

networks, a development plat<strong>for</strong>m <strong>for</strong> e-<strong>Learning</strong> and multimedia offerings and a plat<strong>for</strong>m and education pool 

<strong>for</strong> all Austrian education initiatives managed by the Education Ministry. It is considered to be Austria’s most important 

one-stop-shop <strong>for</strong> education in the Age of the In<strong>for</strong>mation Society. 

In the framework of the Education Ministry’s eFit initiative, teaching and learning contents are made available and 

promoted in the e<strong>Learning</strong> education pool in cooperation with partners. The spectrum of e<strong>Learning</strong> products and 

services encompasses the development of e<strong>Learning</strong> building blocks, new standardized media products and projects 

in the areas of eEducation, eScience, eCulture, and eTraining. Educational offerings are selected according to concrete 

knowledge needs and individual training situations. 

E-learning applications and virtual communication are getting more and more popular even in Austrians primary and 

secondary school. The beginning of “e-learning” in schools is mostly the distribution of simple content (e.g. powerpoint), 

which can be downloaded from the pupils – anytime-anywhere. The next steps are in the majority of cases the 

implementation of

content management systems (CMS) like php-nuke and similar. Also high sophisticated learning management 

systems (LMS) like SITOS® or elSITOS® - a special adapted version <strong>for</strong> primary and secondary school are in use. 

Modern didactical e-learning concepts centre the virtual communication, not only the content. In the following you 

will get an example of a didactical concept and it´s application into the class room on the basis of an elSITOS® 

workshop at a styrian school. 

17 Brante, Ilze - Latvia - Ilze.Brante@izmpic.gov.lv 

Quality of vocational education – guarantee <strong>for</strong> competitiveness in European and global labour markets 

Education has a decisive role in the development of the society. Education determines the perspective of 

development, the place and the significance of a nation in the community of other global cultures, strengthens 

self-confidence of a nation and is the precondition <strong>for</strong> its <strong>for</strong>mation, existence and progression. 

High-quality education and good qualification are the main providers of competitiveness. 

The expansion of the European Union has enlarged the significance and boundaries of education. There are new 

demands in education and vocational education is becoming more and more important. Vocational education, 

practically and theoretically preparing a person <strong>for</strong> activities in a certain profession, is opening vast and various 

possibilities to work and is the ground of stability of every human being. 

Latvia is making its first steps in new Europe. While on the way to Europe and presently the providers of vocational 

education in Latvia commensurate local vocational education with those of other European states, study the 

experience of other countries, evaluate the achievements of vocational education in Latvia, analyse what is common 

and different in the systems of education <strong>for</strong> different European countries, what must be changed and improved in 

the present system of vocational education. 

18 Brichta, Christina; Schlögl, Peter; Kugi, Edith - Austria - Christina.brichta@oegb.or.at 

What are the Goals and Key Factors in managing <strong>for</strong> a successful Co-operation of Schools and 

Enterprises in Initial Vocational Training? 

The most important characteristic of the Austrian vocational education and training system is its 2-way viability: 

apprenticeship and vocational schools and colleges. These two concepts of initial vocational education and training 

(IVET), namely company based learning and schooling, need different frameworks to work properly. This workshop 

will focus on key factors and goals <strong>for</strong> successful co-operation of enterprises and schools, to support the transition 

from IVET to the labour-market. Participants are invited to present examples of good practice from their countries, 

to give the possibility to learn from their experiences, initiatives and developments in international vocational 

education and training. 

19 Byamugisha, Albert; Giersche, Matthias; Hab'Iyalemuye, Dominic - Uganda - Pevot@pevot.infocom.co.ug 

How does a vocational training program contribute to poverty reduction within a sector-wide 

approach—the Ugandan Case 

Investment in education contributes to the accumulation of human capital. Primary education especially helps 

reduce poverty by increasing the productivity of the poor, reducing fertility, improving health, and equipping people 

with the skills they need to participate fully in the economy and society. Thus education enhances prospects <strong>for</strong> 

economic growth. The high per<strong>for</strong>ming East Asian economies achieved high economic growth rates mainly on 

account of having an educated society (World Bank, 1993). Investment in higher education is estimated to have 

social rates of return of 10% or more in many low and middle-income countries and thus contributes significantly to 

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50 

increases in labour productivity and higher long-term economic growth (World Bank, 1994). 

The Poverty Eradication Action Plan (PEAP) that was first prepared in 1997 re-affirms the importance of education. The 

PEAP recognises that education should contribute significantly to poverty reduction and thus prioritises investment in 

education, especially primary education. In addition to the fourth pillar of PEAP of improving the quality of life of the 

poor through delivery of social services, education contributes significantly to the realisation of the third pillar of PEAP, 

that of increasing the incomes of the people. 

The latest PEAP (December 2003) consists of five pillars including human resource development as fifth pillar. In this 

context and with respect to the bulge of primary school leavers now seeking <strong>for</strong> further education, the PEAP now 

recognize the ongoing BTVET Re<strong>for</strong>m towards a more relevant system, both <strong>for</strong> employers and trainees, as a priority 

area. 

Because of these multiple benefits, education is a high priority in public policy and consequently in Uganda’s PEAP 

revision process. The benefits of education are long-term: immediate impact could be difficult to measure. Given the 

level of investment in education both by the public and private sectors, the need to consolidate the gains achieved so 

far is paramount because the benefits of education are cumulative. 

20 Chand, Dipendra Bahadur - Nepal - national_yg@hotmail.com 

Vocational Education and Training to Youths - A pre-requisite <strong>for</strong> Poverty Reduction in Nepal 

Poverty is the crucial problem facing most of the developing countries to which Nepal is not an exception. Generating 

more employment is one of the solutions to the problem of poverty. Employers need trained and skill man-power. 

Thus, there is dire necessity to produce such human resource which has basic <strong>for</strong>mal education as well as trained with 

vocational education that is salable in the job market. It is there<strong>for</strong>e imperative that the shift should go to job oriented 

education than mere conventional <strong>for</strong>mal schooling alone. 

This paper emphasises the current trends of interdependency among the developed and developing countries of the 

world, and further suggests that more exchange of employment between these two worlds be taken up as fruits of 

international co-operation to this end. The advanced countries' entrepreneurs should invest in the agro based industries, 

service industries, micro credit/finance and service sectors in the developing countries so as to enable young 

generation get employed in such schemes. After having appreciate Vocational Education and Training. This will yield 

profit to the investors and provide employment opportunity so that youths of less developed countries will get benefit. 

This will contribute to the reduction of poverty. Reduction of poverty through promotion of employment will also lead to 

the solution of most of the social problems of this earth like drug abuse, social unrest. HIV/AIDS, girls and women 

trafficking etc. 

As there are labour deficit and labour surplus countries in the world we live in, there is simultaneous need to 

compensate the strength and weakness of the countries through the exchange of vocational education and training 

that will greatly enhance the relationship between developed and developing countries and benefit weaker section of 

the society by way of co-operation from the developed countries. 

Thus, generating employment is key to poverty reduction that demands better Vocational Education and Training. 

The training and skill should be given by the developed countries to the youths of developing countries that will 

ultimately generate employment and reduce the poverty.

21 Chittreck, Andreas; Ewald, Lutz - Germany - andreas.chittreck@pebb.de , lutz.ewald@pebb.de, 

Christiane.Schneider@pebb.de 

Successful concepts <strong>for</strong> the vocational reorientation and reintegration of special target groups: Civilian personnel 

employed by the armed <strong>for</strong>ces and people with health conditions and disabilities 

The focus of our presentation is on vocational training and qualification. We will present two innovative service 

concepts which we have developed in cooperation with (1) the State Government of Rhineland-Palatinate, Ministry 

of Labour, Social Affairs, Family and Health, and (2) Statutory Accident Insurers in the Federal Republic of Germany. 

These concepts, first created in 1995 and 1997 respectively and implemented by pebb gmbh, are continuously 

improved and enhanced. Both concepts concentrate on the vocational reorientation and re-integration of target 

groups who face special placement obstacles: (1) civilian personnel employed by the armed <strong>for</strong>ces, and 

(2) rehabilitants and people with health conditions and disabilities. 

Even though we are not providing education ourselves, we are in close contact with the two pillars of vocational 

education: vocational training (first vocational training, retraining) and vocational qualification. We help two types of 

people to find a new job: (1) people who are unemployed despite a vocational training, retraining or qualification, 

and (2) people who want to find a job based on their existing knowledge and skills first, and who may then receive 

further employer-specific, on-the-job training. We determine the needs of the labour market (by means of placement 

activities, trial employments etc.) and compare them to the job-seeker's characteristics (skills and capabilities, family 

aspects). If required, we then initiate custom-tailored qualification measures – including vocational training and 

retraining. During this process we stay in close contact with the cost bearers and educational institutions. 

Our aim is to integrate (or transfer) individuals sustainably and quickly into the first labour market. That is, vocational 

qualification measures are not an end in themselves, but the decision on qualification measures and their scope 

depends upon the situation on the labour market and the individual's skills and needs. In times of increasingly 

scarce financial resources (e.g. in the social security system), the economic and demand-oriented use of capital 

becomes ever more important. 

In both projects we have gained long-term experience with several thousand participants. It shows that even 

target groups facing considerable placement obstacles can be successfully reintegrated into the labour market if a 

pragmatic, market-oriented combination of job placement and qualification measures is used. 

22 Collingro, Peter - China - Peter.collingro@gtz.de 

Basic and Further Education <strong>for</strong> Vocational School Directors- a Cooperation Project between the 

Governments of The People’s Republic of China and the Federal Republic of Germany 

“Basic and further Education For Vocational School Directors” is a cooperation project between the governments of 

The People’s Republic of China and the Federal Republic of Germany. Two north east provinces in China, Jilin and 

Liaoning are responsible <strong>for</strong> the project. Implementing Agencies are: Ministry of commerce of PRC and GTZ GmbH. 

The concentration of ef<strong>for</strong>ts will be the improvement of practical skills of vocational school directors, enabling them 

to deal with the management of their institutes more effectively. New methods, <strong>for</strong>ms and media <strong>for</strong> training are to 

be introduced, which will lead to a sustainable quality improvement. 

In order to fulfill the individual needs of different tasks in different institutions and regions, the educational offers are 

organized into 15 modules. The modules are orientated to national, international and especially to German 

experiences in these fields. They are founded by a questioning of nearly 1000 directors. The participants of the 

further Education from August 2002 till now classified content and methods positively. 

Together with Siemens-Technical-Academy-Berlin during last year e-learning cources were developed. The 

experience with the first e-learning courses is positive. Till now 2 modules are available in electronic materials. 

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E-learning makes it easier to spread the contents and methods into other provinces. 

We have a lot of demand from other provinces. 

The 15 modules are: 

1. Basic social and political theories and related laws and regulations 

2. Personal requirements 

3. Pedagogical and psychological theories 

4. Methods of vocational education 

5. Effective school management 

6. Personal management 

7. The importance of Quality in vocational education 

8. Vocational guidance 

9. Evaluation of vocational schools 

10. Modern pedagogic techniques 

11. Finance management 

12. National and international experiences in vocational training 

13. Vocational training and economy 

14. Best practice 

15. Vocational training and environmental protection 

23 Daxböck, Karl - Austria - karl.daxboeck@org-knowhow.at 

Foreign trainers in South-East Europe 

Impressions about personal experience as a management trainer with different type of participants 

Different expectation between participants and trainer 

Consideration about the standing teacher versus senior expert 

Problems with different culture, different time management 

Personal view 

24 de Vries, Pauline - Australia - paulined@dmi.tafe.sa.edu.au 

Smarter Employees or Fledgling Entrepreneurs? Enterprise <strong>Learning</strong> Partnerships Creating “Career 

Options” 

<strong>Learning</strong> and the learning environment is a powerful driver <strong>for</strong> initiative and innovative thinking. Both within and beyond 

specific vocational pathways, employees and entrepreneurs now and in the future are those who can create, drive and 

implement ideas to enhance the economic and organisational per<strong>for</strong>mance of their business as well as contribute to 

the economic and social well being and development of their community. Further, the concept of ‘Career 

Development, and its linkage with Vocational Education and Training through collaborative learning partnerships, is 

particularly relevant to this philosophy and is reflected in current methodology being developed by Douglas Mawson 

<strong>Institute</strong> of Technology (DMIT TAFESA) in Adelaide, South Australia. 

Working in partnership with local small business, DMIT is trialling an integrated enterprise learning model to provide a 

bridge between the simulated environment of Practice Firms to the real world of Business Incubators. This has been 

driven by both the need <strong>for</strong> expanded learning options and pathways to employment <strong>for</strong> young people and by a desire 

to better contribute to community capacity building. Although this project has initially targeted the youth market, the 

model is transferable to a range of other target groups within both urban and regional communities as a ‘social 

inclusion’ strategy.

Known as the PortAbilty Project, it is providing an opportunity <strong>for</strong> small groups of certificate and diploma students 

to experience an environment where support is specifically business focussed and learning/assessment from their 

specific vocational training is aligned to the business activities they undertake. This link with business enterprise 

establishes real and interactive business links, as well as developing greater business understanding, providing 

students with a new ‘Career’ option to consider – that of pursuing their own business ideas and dreams. 

Through a closer working relationship with networked business and community structures, students are learning to 

develop community relationships as well as have the confidence to step outside the com<strong>for</strong>t zone of their learning 

environment or place of employment. The benefits to the individual, business and the community can ultimately help 

to revitalise or reinvigorate a community through entrepreneurship in a variety of <strong>for</strong>ms. Feedback to date indicates 

that learning partnerships have the potential to develop the small business sector, particularly as it introduces young 

people to the concept of business ownership. 

The PortAbility model is generating considerable interest in national and international <strong>for</strong>ums. The value of real 

business mentoring provided through the local business incubator manager adds value to and complements both 

the vocational and generic/employability skills being developed and assessed by DMIT staff. The further 

development of this integrated learning model is continuing in 2004. 

25 Demjaha, Luljeta Belegu - Kosovo - luljeta.demjaha@mashtgov.net 

VET re<strong>for</strong>m in Kosovo 

Contemporary societies tend to consider education as one of the most important treasures of mankind. It is 

important to fully explore its potential in order to help people cope with the challenges of today’s world. In the 

Delors Report to UNESCO Education: the treasure within (UNESCO, 1996), in accordance with today’s world 

tendencies, four pillars of education are pointed out: to learn to know, to learn to do, to learn to be and to learn to 

live together with others. In addition, UNICEF pointed out more recently a fifth pillar: learning to trans<strong>for</strong>m oneself 

and one’s society. This means to not only comply with reality and accommodate or adapt to it, but also to trans<strong>for</strong>m 

it, by being empowered through education to do so. 

The constant need <strong>for</strong> redesigning school education and <strong>for</strong> redefining its aims and objectives is linked to changes 

occurring in society, economy, politics, science, and technology. Consequences of this are: 

New needs of the society; 

changes in the labour market; 

technological innovations; 

changes in people’s aspirations regarding the knowledge and skills that students need to be equipped with in 

schools; 

changes in people’s views about what are the necessary preconditions of effective teaching and learning strategies; 

Changes in the social context of education. 

Taking into consideration, these changes, in today’s world, the functions of schools have to be reconsidered. 

Schools are the places where students are equipped with systematic and instrumental knowledge and with basic 

skills, which will give them the possibility of making more profitable use of knowledge in different situations, while 

solving problems creatively. New functions also include encouraging independent learning capacities, and 

developing a sense of responsibility <strong>for</strong> students themselves, <strong>for</strong> others, <strong>for</strong> society, and <strong>for</strong> the environment. 

The place and the role of education, teaching and learning are redefined with a view to making <strong>for</strong>mal education 

more able to help young people to accomplish their needs and aspirations, while also contributing in a competent 

and responsible way to the welfare of society as a whole. 

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26 Dyomin, Viktor M. - Russia - Koek@comcor.ru 

VET Developments in Russia in the Context of Lifelong <strong>Learning</strong> 

The concept of lifelong learning is currently entering the rhetoric and practice of Russian education. On the policy level 

the concept is declared as a goal <strong>for</strong> education development. Life-long learning is regarded as a factor and an inherent 

element of a knowledge-based economy that is currently taking root in Russia accompanied by building an in<strong>for</strong>mation 

society. There is a growing recognition of the close links between education, training and growth in the knowledgebased 

economy. 

In this context the role of VET is considered focal in the production of highly skilled work<strong>for</strong>ce adaptable to the changing 

requirements of the economy, technological progress and the world of work. 

The major developments in VET cover: 

decentralization of VET governance, to better address the regional and local needs of the economy and the 

population; 

work towards building a market-oriented VET; 

extension of the remit of VET schools to offer their services to new target groups (adult population, including upskilling 

and re-training of workers under contracts with enterprises; courses <strong>for</strong> the unemployed population; courses <strong>for</strong> adults 

seeking personality development, etc.), thus fostering continuing VET ; 

gradual re-orientation of VET towards competences development (under the impact of international projects), with a 

special focus on “basic/core skills” and learning to learn. 

As a result the network of VET schools is being revisited, to encourage <strong>for</strong>mation of regional education complexes that 

would be used as regional VET resource centers. 

Following the lead of the higher education sector, VET is aiming at European integration and is currently considering 

measures to join the Copenhagen process. 

Constraints on the way to VET modernization include: shortage of public financial support; inadequate social 

partnership mechanisms; conservatism of the VET system in accepting innovations; and aging of the teachers’ corps. 

27 Eisenriegler, Sepp - Austria - sepp.eisenriegler@rusz.at 

Social Economy as an important means of Vocational Education and Training focussing the networking 

experiences of Repair and Service Center R.U.S.Z., Vienna. 

“R.U.S.Z. provides an impressive international model of how economic projects can be of environmental benefit and 

also socially beneficial.” 

Repair and Service Centre R.U.S.Z.. was set up in 1998 as part of the Viennese European Union Community Initiative 

project URBAN Gürtel-Plus. Its aims are to: 

Provide vocational training <strong>for</strong> the long-term unemployed over 45 and to assist them to find work through contacts, 

personal support and career development. 

Reuse and recycle electrical and electronic waste that would otherwise go to landfill or incineration. 

It combines social, economic and environmental objectives, and has proved to be highly successful. 

Repair and Service Centre R.U.S.Z started in 1998 with dissembling old household appliances from Vienna’s waste 

sorting centres and quickly turned into the first stop <strong>for</strong> repair services. It has unleashed a massive demand <strong>for</strong> repair 

services since then, and its services have changed considerably. 

It has expanded into other areas of electrical goods repair, to include Hi Fi’s, TVs, videos, and more recently

computers. This gives their trainees a better education, which improves their chances in the labour market. 

Overwhelming demand <strong>for</strong> repair services has seeded the implementation of the local Repair Network Vienna 

www.reparaturnetzwerk.at, which meanwhile consists of 43 members, most of them private enterprises, which offer 

repair services following the example of R.U.S.Z and are promoted by the Repair and Service Center. 

The positive Viennese model has seeded the growth of the federal repair network RepaNet, Reparaturnetzwerk 

Österreich www.repanet.at. The repair network is part of an EQUAL project with 8 European partners. 

R.U.S.Z is founding member of RREUSE www.rreuse.org, the EU network of national and regional social economy 

federations and enterprises with activities in re-use and recycling. 

Repair and Service Centre R.U.S.Z now has 36 trainee placements, with an additional 17 staff. The number of 

employees will grow up to 150 as Vienna prepares <strong>for</strong> national WEEE legislation in 2004/5. 

The Repair and Service Centre avoids approximately 2000 tonnes of waste per year. 

The vocational training center R.U.S.Z works with people who are long term unemployed, aged 45 or above – an 

activity that is urgently needed by the labour market. It develops their electrical repair skills, and participants gain 

qualifications that help them back into work. Trainees complete their training in a year. The Repair and Service 

Centre has a 71% success rate at finding work <strong>for</strong> its trainees in the first labour market. R.U.S.Z has a contract with 

the Public Employment Service of Vienna, which pays <strong>for</strong> vocational training services empowering people at risk. 

The training and social support is something that trainees value highly, and is key in changing people’s perceptions 

about themselves. 

Repair and Service Centre R.U.S.Z works in partnership with Viennese adult education centre www.vhs.at offering 

repair courses <strong>for</strong> household appliances. This teaches people how to carry out do-it-yourself repairs. As the 

activities of the Repair and Service Centre expand, <strong>for</strong> example into refurbishment of computers, so do the courses 

that are offered. 

28 Ender, Gabriela - Germany - gabriela.ender@OpenSpace-Online.com 

Bridging Gaps between Face-to-Face and Online Participation and Collaboration: Real-time Meetings 

with OpenSpace-Online® - The Power of People! 

This conference session will provide a demonstration of this unique internet approach <strong>for</strong> online learning, 

communication and dialogue. The author of OpenSpace-Online® will share what worldwide users have learned 

about how this system works best, when to use it and not, and presents how this tool supports learning, strategic 

planning or change management opportunity. 

OpenSpace-Online® is a high encoded (448 Bit) real-time Internet meeting method modeled on F2F Open Space 

Technology principles and methodology. It has been developed in Germany and used internationally to support 

collaborative conferencing <strong>for</strong> a variety of uses. The tool accommodates up to 75 people simultaneously, people 

who have a shared interest about a focused question and wish to share ideas and develop new solutions from their 

own knowledge, experiences, and mutual inquiry. No external online moderator is needed. A virtual facilitator guides 

all participants through the simple process of the conference. The participants themselves are the experts. Sessions 

can be tailored in length from 2 – 8 hours. Participants can be anywhere in the world, building shared 

understanding of topics that matter the most. At the end of every Open-Space-Online® conference each participant 

receives extensive documentation about the meeting in convenient HTML-<strong>for</strong>mat at the press of a button. The 

report provides the ideal foundation <strong>for</strong> further work, as it contains all of the contents, results, and arrangements 

made during the meeting. It can be immediately used in either digital or printed <strong>for</strong>m. 

Any individual can become a conference organizer and can plan, organize, and prepare their own OpenSpace- 

Online® meetings independently, simply, and quickly. 

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29 Finder, Gunthilde; Ebner-Thaller, Anneliese - Austria - gundi_finder@gmx.at 

International Communication Skills in Business: A novel approach to language education used in the 

classroom 

The workshop is run by two language trainers who work at HLW Fohnsdorf in Southern Austria. This is a vocational 

school, at Upper Secondary level, which is pioneering a unique method of multilingual language teaching <strong>for</strong> business 

and <strong>for</strong> tourism. 

The classes are run in two languages simultaneously: English & French, and English & Italian 

The workshop describes the school, with its emphasis on a teaching module called "International Communication 

Skills <strong>for</strong> Business", which is part of the curriculum. This module provides a multilingual focus to language teaching in a 

business-related setting using a task-based approach. 

It raises the student's awareness of a multi-cultural society and enhances the development of personal and social 

skills. It underlines language training as a tool of self-development and self-exploration and strengthens the development 

of strategies <strong>for</strong> life-long learning. At the same time it prepares Austrian students <strong>for</strong> the international labour 

market, facilitating the transition between school and business. 

The school is an internationally recognized centre of business excellence where language projects <strong>for</strong>m an important 

part of its activities as a "virtual enterprise". Follow-up projects with local Austrian institutions and companies are 

introduced showing the close co-operation between school and the world of work The presentation highlights the 

importance of computer-based tuition and e-learning. It introduces "Promotics" and "Tick Tack " - the languagelearning 

software which offers 15 different programs, covering 50 languages. This innovative training concept 

strengthens the development of lifelong learning strategies, enhances the learners´ and trainers´ mobility, redefines the 

learners´ and teachers´ roles and integrates career guidance as part of the learning process. 

30 Frey, Karl - Germany - karl.frey@t-online.de 

Online <strong>Institute</strong> <strong>for</strong> TVET in Arabian Countries - a Feasibility Study 

As an outcome of the Egyptian-German Mubarak-Kohl-Initiative (MKI) an 'Arab-<strong>Institute</strong> <strong>for</strong> TVET – and Labour Market 

Research and Development' (ARABVOC) is suggested. The idea was introduced first time during the MENA – TVET 

symposium in October, 2002 in Cairo. 

The institute is conceived as a virtual coordination and support facility without an own costly research infrastructure 

and it corresponds politically, socially and economically with the needs of the region. TVET-research and capacity 

building in the region, <strong>for</strong> the region and by the region are priority tasks. Existing R&D-capacities will be there<strong>for</strong>e 

combined efficiently and improved if necessary. 

A main feature of the ARABVOC is the active networking between the private sector, sciences, politics and TVETapplication. 

There<strong>for</strong>e the gradual process of development is planned as a step by step course by conducting 

demand-oriented research activities. Four main work areas seem most suitable: 

1. TVET research 

2. Youth and society 

3. Labour market analytics and 

4. Technology transfer. 

The institute will cooperate closely with the regional programs of the GTZ and others. Because of the virtual set-up of 

the institute, the partner contributions <strong>for</strong> hosting etc. and the use of free CMS-Programs, the operational costs will be 

comparably at low level. An annual symposium of the member countries will decide on the research projects <strong>for</strong> the 

next year, based on a regional needs matrix. A customised feasibility study is conducted currently.

With this joint virtual facility an effective and efficient instrument is intended to cope with the extensively growing and 

urgent HRD needs of the region. There<strong>for</strong>e the ARABVOC shall develop culture-specific applicable solutions and 

tools and at the same time build up research- and knowledge capacities in staff and structure and give the region a 

voice in international discussion. 

31 Griese, Ludger - Germany - info@griese-verlag.de 

Solutions <strong>for</strong> standard business situations: The business economy computer program “PC Kaufmann” 

(schooling version) and its uses, exemplified through the model company Elwers-KG.de 

Owing to the extension of the EEC and the introduction of the Euro as a common currency, commodity exchanges, 

especially with Eastern European countries, will increase strongly in the future. Under socialism, computer 

supported business economy work, such as 

- accounting 

- storage and purchase order processing 

- processing of orders 

- cashkeeping 

were only inadequately mastered, whereas in Western Europe companies that did not use modern computer 

programs vanished from the market. 

Due to its history and geographical situation, is the natural partner to accompany its neighbours, Slovenia, Hungary, 

Slovacia, and the Czech Republic on their way to the European Community. 

One of Austria’s essential tasks on this way might be to create school partnerships in order to introduce students 

from these countries, through the use of textbook “model companies”, into the practice of business economy work. 

This should be restricted to universities and economy schools that provide courses in German as a <strong>for</strong>eign language 

(a translation into English will follow after the introduction of the Euro in the United Kingdom). 

32 Hajrizi, Edmond - Kosovo - Ehajrizi@ieme.info 

The role of vocational and training in the developing of economy and industry in european fast 

changes countries 

Humans never lived better than today, while in the meantime we can say that in human history there were never 

much difference between scientific, technical and social systems. 

If we rely upon scientific and technical achievement only the quality of life should have been better and better, but 

as we see, it is difficult to create authentic social structures, which would enable these advantages. There<strong>for</strong>e, it is 

not clear to identify the existence of division limit between efficiency of technical systems, which are being 

developed very fast, and non-efficiency of social structures. 

Throughout the world, important and difficult political, economical and technological processes are being developed 

intensively, which have never been such experienced be<strong>for</strong>e by humanity. 

In the economy field, are factors which by their development, impact the disparity of interaction or its meaning: 

- Globalization, as a result of economy internationalization 

- Liberalism 

- Other <strong>for</strong>ms of organization – reorganization 

- Virtually 

- Rapid technological development, especially in<strong>for</strong>mation technology 

- Human resource development as a key of basic factor 

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- Development of new work life 

- New management <strong>for</strong>ms 

33 Hajrizi, Edmond - Kosovo - Ehajrizi@ieme.info 

IEME - an International Know- How Transfer Institution in South-East Europe 

The <strong>Institute</strong> <strong>for</strong> Enterprise Management and Engineering (IEME), a new university level education institution, is 

operating since October 2001. Its mission is, in cooperation with partners worldwide, to services economy and 

industry development in Kosovo. 

The main activities of IEME are: Higher Education (responding on university level), Vocational Education and Training, 

Transfer of Technology and Know How, Business Support Services, Publications, International Research and 

Development. 

IEME intends to get the leading role in the implementation of modern technologies, to in<strong>for</strong>ming the people about new 

trends and in up-bringing to quality. 

34 Hammerschmid, Andreas - Austria - office@bitonline.cc 

Preparing the unemployed Work<strong>for</strong>ce <strong>for</strong> the challenge of a united Europe 

Part one Presentation of an innovative employment project. 

The so called “e<strong>Learning</strong> Project” is the largest Blended <strong>Learning</strong> project ever to be undertaken by the regional AMS of 

Styria, Upper and Lower Austria in cooperation with bit schulungscenter. In nine locations more than 1.300 unemployed 

are being trained in a wide variety of fields. The trainees are being prepared especially to meet the requirements of 

companies working in an European context. This is being realised by offering topics stating from basic IT skills all the 

way up to Eastern European languages, Project management and soft skills like communication and presentation 

skills. The combination of e<strong>Learning</strong> and face to face training made it possible to provide a highly personalized and 

individual curriculum <strong>for</strong> each trainee. 

Part two Discussion Andreas Hammerschmid with N.N.: 

Forecast on the development of the labour market with regard to the effects of the extension of the EU. Risks, challenges 

and chances <strong>for</strong> enterprises and work<strong>for</strong>ce: 

What skills will be needed in Austria and our eastern neighbours in the next few years? 

Where will a properly trained work<strong>for</strong>ce be available? 

Which ways will companies go to recruit the employees they will need in the future? 

Educational strategies of the AMS as the answers to these risks and challenges. 

Are new models of vocational training necessary? 

What new ways with respect to training of the unemployed are promising? 

Which possibilities are given by new learning technologies like e<strong>Learning</strong> and Blended <strong>Learning</strong>? 

The participants will be invited to engage themselves in the discussion in part two of this presentation. 

35 Harnish, Dorothy; Lynch, Richard - USA - harnish@coe.uga.edu 

Research from Postsecondary Technical Education and Implications <strong>for</strong> Lifelong <strong>Learning</strong> 

This presentation summarizes 4 years of studies by researchers at the University of Georgia designed to underpin 

development of new curriculum, instructional programs, delivery systems, and leadership <strong>for</strong> postsecondary technical 

education and work<strong>for</strong>ce development (WFD)—all within a framework of effective teaching and lifelong learning. The 

purpose of the various studies was to in<strong>for</strong>m policy makers in the state of Georgia, USA, of leading research <strong>for</strong> new

program development, labor market trends, industry needs <strong>for</strong> a trained work<strong>for</strong>ce, standards in WFD, connections 

between education and work, criticalness of work ethic to WFD, changing demographics/need <strong>for</strong> diversity training, 

effective teaching, and necessity <strong>for</strong> WFD systems-building. Focus was on critical connections in building systems 

between secondary and postsecondary education and on into lifelong learning. 

Presenters will discuss results from mixed research methodologies including literature reviews, interviews and surveys 

with business people and technical college faculty and administrators, and analyses from various data sources. 

Several studies will be summarized, but the primary goal of this presentation will be to draw key findings from the 

various studies, synthesize in<strong>for</strong>mation, and propose implications <strong>for</strong> lifelong learning. 

Through the presentation summary of the research, and reference to the Occupational Research Group’s website, 

participants in this workshop will learn about: 

Salient research that connects work<strong>for</strong>ce trends with postsecondary technical education 

Data, empirical studies, wisdom of practitioners, and critical analyses <strong>for</strong> developing new programs, curriculum, and 

instruction related to work<strong>for</strong>ce development 

Programs areas that need increased focus in postsecondary and technical education 

New research and scholarship to underpin the development of individual work ethic in contemporary workplaces 

Critical needs <strong>for</strong> faculty development in postsecondary technical or other work<strong>for</strong>ce development programs 

Changing demographics, diversity, and social issues of today’s work<strong>for</strong>ce 

Systems that appear to advance the goals of transitions and lifelong learning <strong>for</strong> all learners 

Policy issues—local, state, and federal—related to work<strong>for</strong>ce development 

36 Harramach, R. Niki - Austria - office@harramach.com 

Cross Cultural Training and Coaching in International Companies Groups 

All international companies groups have to face the fact, that its managers are acting in and with different national 

cultures. 

"Fitting behaviour" in <strong>for</strong>eign cultures needs a lot of knowledge, understanding, acceptance and skills. Cross 

Cultural Managers have to be prepared <strong>for</strong> that, best by training and/or coaching. 

Benefits to Participants: the participants will have a look into 15 years of practical experience of entrepreneurship in 

CEE - Central & Eastern Europe and of efficient and effective support of Cross Cultural Management. 

In detail they will learn about the main principles of Cross Cultural Management the most important and effective 

methods, models and instruments of Cross Cultural Management how to skill Cross Cultural Managers best by 

trainings/coaching why, when and how to implement CCC - Cross Cultural Coaching within Cross Cultural 

Managers trainings/coaching programs. The participants will get an overview about all this by lecture, presentation 

of case studies and discussion with the lecturer, one of the most CEE-experienced consultants and trainers of 

Austria. 

37 Heitmann, Werner - South Africa - sdsigtz@icon.co.za 

The South African Learnership VET System: A Brand-New Combination of the Two VET Mega-Trends: 

Competency-<strong>Based</strong> and Dual-Oriented VET 

The South African outcomes-based education and training (OBET) system clearly reflects the true purpose of the 

competency-based approach. In principle it is a learning-outcome-oriented approach: the desired are defined in 

terms of competencies (knowledge, abilities, skills, behaviour patterns, etc.) which the learners should master at the 

end of the learning process, to enable them to per<strong>for</strong>m certain work tasks. 

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It is worth noting that systems based on Competency-<strong>Based</strong> Training are in essence assessment and certification 

systems, rather than training systems. In general, CBT is not concerned about the modes and parameters of learning 

and teaching. Since CBT focuses on the results rather than on the process of learning and teaching, it offers 

teachers/instructors little assistance on HOW to achieve the specified results. 

However, the effectiveness and efficiency of training cannot be boosted simply by defining and examining the 

outcomes of learning very precisely, while leaving it to the learners and learning facilitators to determine where, how 

and when they achieve these outcomes. The approach and method applied in facilitating learning has a direct impact 

on the results of the learning process. 

Learnerships <strong>for</strong>m the cornerstone of South Africa 

38 Hödelmoser, Andreas - Austria - a.hoedelmoser@wup.baumit.com 

A new approach to apprentice training 

History 

Selection procedure 

Apprenticeship in Austria 

Aims of vocational school training 

Schedule of an apprenticeship 

Cognitive apprenticeship approach 

Course design 

Characteristics and intention of our training 

Job description 

Cost report 

Return on investment 

Conclusion 

39 Hödl, Leo - Austria - hoedl@biwi.at 

Vocational guidance to apprenticeship needs practical in<strong>for</strong>mation in time 

Schools give many in<strong>for</strong>mations to the pupils about different careers but too much in theory and too little practical 

in<strong>for</strong>mation. Employers expect abilities but they give not enough in<strong>for</strong>mation about their working places and why they 

need those abilities. BIWI tries to be a plat<strong>for</strong>m between school and economy, helps to introduce both sides, and 

invites to work together. BIWI Career advicer help to find out interests and abilities of the customers and show them 

the praxis of different working places. The in<strong>for</strong>mation goes not only to the pupils, but also to the opinion leaders like 

parents or teacher. BIWI-career-advicing uses career fairs with living working places, application training, practical 

practice and invites the customers to use all their sense organs to find out which career-family is most fitting. 

40 Jager, Annet; Mittendorff, Kariene; Nieuwenhuis, Loek - Netherlands - anj@stoas.nl 

Alignment of Rationalities in Lifelong <strong>Learning</strong> <strong>for</strong> Work: Challenges <strong>for</strong> VET Colleges. 

Be<strong>for</strong>e industrialization, work and learning were organized organically within local economies. However, with the rise of 

the industrial era, the need <strong>for</strong> a well-trained labour <strong>for</strong>ce caused work and learning to become more and more 

organized in strong societal systems, built on specialized organizations and institutional frames. In many countries, a 

system of vocational education and training has been set up that prepares people <strong>for</strong> work. For efficiency reasons, we 

have organized a serial goal rationality: education and training as preparation <strong>for</strong> work.

However, since 1970 the emergence of a knowledge-based economy is predicted. A high speed of innovation 

as an intrinsic part of work, combined with a high level of obsolescence of knowledge and skills, should urge a 

redesign of the relation between training and work. Work and learning will co-exist again, not only <strong>for</strong> apprenticeship 

trajectories as in the times of the guilds, but as a common characteristic of expert work on all levels. Flexibility and 

change witll become increasingly part of the routine organisation of work, causing a larger emphasis on learning 

while working. Furthermore, it implies permanent learning <strong>for</strong> individuals after being qualified in initial professional 

training. 

The serial model <strong>for</strong> learning and work has to be combined with new, parallel models <strong>for</strong> work and learning. Another 

rationality in work-related learning should also be taken into account when discussion life long learning and possible 

roles <strong>for</strong> VET-colleges. In a parallel goal rationality learning takes place as a by-product of working processes. 

Parallelism of work and learning implies learning targets to be subordinate to and derived from production targets. 

<strong>Learning</strong> and working take place simultaneously and learning is often implicit and incidental as a result of the work 

process. This also implies new negotiations between personal goals of workers and the production and innovation 

goals of enterprises. 

VET-colleges are experts in organising education and training within a serial goal rationality but are inexperienced 

with delivering services <strong>for</strong> work related learning within a parallel rationality. If VET-colleges want to play a role in the 

process of lifelong learning, they have to develop new roles and routines in order to be able to facilitate work 

related learning. For that purpose, we investigated work related learning and new roles and routines <strong>for</strong> VET-colleges 

by connecting case studies of learning processes in enterprises to delivery strategies of training professionals 

(Jager, Mittendorff & Nieuwenhuis, 2004). In order to enhance the learning potential of work processes, enterprises 

demand tailor-made support services both <strong>for</strong> serial training (e.g. skill <strong>for</strong>mation <strong>for</strong> youngsters and low skilled 

workers) as <strong>for</strong> parallel learning (e.g. supporting in<strong>for</strong>mal learning by time outs <strong>for</strong> reflection and evaluation). In the 

paper we will present the results of the enterprise cases in the <strong>for</strong>m of support demand characteristics, which can 

be used as input <strong>for</strong> co-configuration of work related learning between VET-college and enterprise. 

41 Karner, Ernst - Austria - ekarner@it4education.at 

International Certificates in business and IT <strong>for</strong> pupils at school 

School notes are hardly comparable. School notes meet only a statement about general knowledge conditions in IT 

or business or languages. 

The economy wants to know more about specializations and deepening knowledge. The economy does not want 

to compare schools, school types and curricula. They want to know more about special preferences and talents. 

The participants will have a look into 5 years of practicing this new <strong>for</strong>m of learning and testing. They will see an 

overview of the work of the society of “IT at schools” and will learn something about the way they do it. 

The participants will get an overview about all certificates that are offered to teachers and pupils. 

The participants will learn about: 

the organisation who organizes the exams all over Austria, 

the certificates which are offered, 

the costs <strong>for</strong> the teachers and the pupils, 

how many pupils do the program. 

IT AT SCHOOLS is a society in context of public private partnership of the Austrian federal ministry of science and 

culture. IT AT SCHOOLS works with money of the ministry, with money from the pupils and is partly supported from 

companies from the IT industry and the economy. 

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42 Karrasch, Hartmut - Germany - hartmut.karrasch@echtzeit<strong>for</strong>tbildung.de 


Content / Agenda: 

Live Demo with Interwise, an Enterprise Communication solution that delivers data, video, and voice conferencing 

Experiences in over 800 live lectures 

Competencies <strong>for</strong> live e<strong>Learning</strong> 

e<strong>Learning</strong>, blended learning: keep it human! 

Discussion 

43 Keppler, Heinz - Germany - keppler@lucas-nuelle.de 

Blended <strong>Learning</strong> Solutions <strong>for</strong> Technical Training 

The Current Situation in Technical Education 

Financial Aspects 

Demands to be met in Technical Training 

Flexibility in Training 

Life-long Individual Training 

Concept of <strong>Learning</strong> 

The GAP 

Importance of Hands-on Training 

Methods of Technical Training (Conventional, Multimedia, E-<strong>Learning</strong>, BLENDED LEARNING) 

Short Presentation of a Training System <strong>for</strong> Blended <strong>Learning</strong> 

44 Khom, Walter; Marx, Jürgen - Austria - walter.khom@bitmedia.cc 

The International Computer Drivers’ Licence 

The European/International Computer Driving Licence (ECDL/ICDL) is the world's leading end-user computer skills 

certification programme. It is internationally recognised as the global benchmark <strong>for</strong> end-user computer skills and is the 

leading certification to be adopted by governments, international organisations and corporations alike. The ECDL/ICDL 

certifies that the holder is fully competent in the use of a personal computer and common computer applications and 

knows the essential concepts of IT. bit media e-<strong>Learning</strong> solution provides a complete interactive e-training <strong>for</strong> 

ECDL/ICDL that enables students to get their ECDL/ICDL skills at their own speed within individual learning tracks. 

The courseware can be used online and/or offline and contains plenty of software simulations and exercises <strong>for</strong> the 

most important PC software applications like Windows, Office, Internet and E-Mail. 


The European Business Drivers’ Licence 

The European Business Driving Licence (EBDL) is the European certification programme <strong>for</strong> basic business skills. It is 

internationally recognised as the global benchmark <strong>for</strong> business skills and is one of the leading certification to be 

adopted by governments, international organisations and corporations alike. The EBDL certifies the knowledge and 

competence of the holder in basic business terms and issues like balancing, cost accounting, balance sheet analyses, 

financial ratios or corporate lows. bit media e-<strong>Learning</strong> solution provides a complete interactive e-training <strong>for</strong> EBDL that 

enables students to get their EBDL skills at their own speed within individual learning tracks. The courseware can be

used online and/or offline and contains plenty of questions and exercises <strong>for</strong> the most important business topics. 


Practise e-<strong>Learning</strong> with learning content and technology 

Working with virtual and collaborative e-learning environments is becoming state of the art in schools, colleges and 

universities. But also corporates and governmental organisations increase their proportion of self paced and collaborative 

e-learning <strong>for</strong> their employees. Several components are necessary <strong>for</strong> a successful collaborative e-learning: 

In the first instance there has to be set up a virtual learning environment VLE and/or <strong>Learning</strong> Management System 

(LMS). <strong>Based</strong> on bit media’s <strong>Learning</strong> Management SITOS® there can be created e-learning communities. Users 

will be assigned to specific groups and courses with different roles like student, instructor or administrator. On the 

other side there is plenty of need of capable e-learning content within virtual learning environments. bit media’s 

Content Creator® - one of the most popular authoring tools <strong>for</strong> e-learning content enables instructors, teachers 

and content developers to create highly interactive e-learning modules in a few steps. 

47 Kingsbury, David; Daines, Jeanette - USA - dkingsbury@bemidjistate.edu 

The Creation and Enhancement of Economic Activity through Collaboration of Providers of Technical 

Vocational Education on a Regional and International Basis 

The creation and enhancement of economic activity is a primary factor in the reduction of global poverty. This 

presentation provides a framework that allows the development of regional technical vocational education that 

leverages the signature themes and knowledge sets of a geographic area. The use of distance education, such as 

web delivered and enhanced instruction, allows the education and training to be articulated from a local two-year 

degree in technical vocational education to a four-year Bachelors of Applied Science Degree in Technology 

Management or other applied engineering degree. Some key components of this model are the use of applied 

research to determine the signature themes of a geographic region, the development of local technical vocational 

programs to enhance those themes, and the articulation and delivery of appropriate upper division course work to 

complete the two and four year degrees through distance education technology. Example programs of this type are 

currently being developed both across Northern Minnesota in the United States and also proposed with the 

partnership of Ankara University to be implemented in Turkey. 

48 Lassnigg, Lorenz - Austria - lassnigg@ihs.ac.at 

VET research as a contribution to the development of lifelong learning - requirements and pitfalls 

The role and structure of VET research is analysed vis a vis the development of lifelong learning systems in Austria, 

as compared to the European Union. The presentation is based on the research about VET research to the 

European REFER net (http://www.abf-austria.at/abf.asp) and previous results in the framework of the OECD study 

about educational R&D, extended by an analysis of participation in European projects. 

The structure of VET research is basically determined by the various actors comprising the supply and demand side 

of the system. The Austrian system shows a specific structure determined by non-academic players, and a very low 

involvement of universities at the supply side. On the demand side administrative players and the social partners 

play a main role, however, the institutions of the VET system are involved to a less degree. Involvement patterns 

result in specific structures of satisfaction and dissatisfaction among the types of actors. 

Looking at the per<strong>for</strong>mance of the system, VET research seems to reflect overall aspects of the Austrian R&D and 

innovation system, mainly that innovation is rather imported than produced in the country. Participation and 

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representation in European projects is analysed on a pilot basis, showing indirectly a positive relationship between 

engagement of universities in research and visibility of research at the European level. The analysis of strengths and 

weaknesses shows, among others a high usability of research and a high density of cooperation among insiders as 

strengths, however, a low use and a lack of basic research as weaknesses. 

Concerning the needs of a development of a lifelong learning policy, the observed structure results in a gap between 

the requirement <strong>for</strong> innovation on the one hand, and the “lock-in” of actors in the functioning of prevailing system on 

the other. Some main challenges <strong>for</strong> VET research resulting from the development of lifelong learning are contrasted to 

the available evidence in the conclusions. 

49 Lawrence, Allan - UK - a.m.lawrence@sal<strong>for</strong>d.ac.uk 

Enhancing transversal skills through the use of creativity and innovation. 

Sal<strong>for</strong>d Innovation Park is committed to the support of innovative methods of teaching and learning within and outside 

programmes of <strong>for</strong>mal education, as well as supporting creative and ‘non-creative’ occupations through the use of 

creativity techniques. Within this strategy, the methods adopted support Lifelong learning and social inclusion by 

developing new skills and employment aspirations. 

A pilot event was run as part of the Sal<strong>for</strong>d Film Festival by Sal<strong>for</strong>d Innovation Park and Turnz Theatre Group. It has 

resulted in a commitment to combine theatre and film techniques with the development of the skills necessary <strong>for</strong> the 

envisaged knowledge economy. The ‘Talking Movies’ seminar and workshop held on 19th and 20th October 2003 was 

a learning event aimed at SMEs in the Sal<strong>for</strong>d area as part of the regeneration of the city through the use of the 

creative industries. 

The workshop concentrated on new basic (or transversal) skills such as group learning and team building, confidence 

and aspiration development and key skills such as working with others and communication. The workshop was 

attended by solicitors, health service managers and complimentary health providers. However the techniques could be 

used with any group from any business sector and in schools, colleges and universities. They can <strong>for</strong>m the basis of 

innovative training and can be used in any lifelong learning setting and situation. 

The project described had the simple aim of improving the communication, presentation and confidence skills of the 

trainees through the use of creative techniques. All participants expressed complete satisfaction with the outcomes. 

The Sal<strong>for</strong>d Innovation Park team intend to use theatre techniques and creative thinking methodologies to produce a 

powerful enterprise training package <strong>for</strong> users from a range of backgrounds. Currently the methods are being used 

with level 4/5 students at the University of Sal<strong>for</strong>d, and in the future with level 3 trainees of Afro-Caribbean origin at the 

Cariocca Education Trust, Manchester and with employees from local SMEs. 

The methods used are extremely powerful in terms of individual awareness raising and improving business per<strong>for</strong>mance. 

For this reason, a longitudinal evaluation strategy of participants is to be employed. 

50 Lee, Jungmann; Om, Kiyong; Chang, Juno; Pang, Sungsik - Korea - mann@iita.re.kr 

Innovation of IT human resource development in Korea 

This article introduces the concept of “supply chain management (thereafter SCM)” in the framework of IT human 

resources development in Korea and explains the Korean government’s demand-driven IT human resource policy. 

Korea is facing serious problems such as unbalance in supply and demand, shortage of high-level manpower, and lack 

of industrial recall education and globally-competitive IT personnel. To deal with these problems, paradigm shifts in IT 

personnel training is to be required by changing from supply to demand, quantity to quality, domestic to international.

As the directions of strategic shift in human resource development, Korean government has presented training of 

demand-driven IT manpower, training of IT researchers <strong>for</strong> growth sectors of next generation, and training and 

application of globally-competitive IT personnel. 

Among them, Korea is focusing on training of demand-driven IT manpower as a driving task. SCM model was 

employed to derive it. The basic concept of SCM is managerial technique derived from industry’s demand (pull 

strategy) to optimize the supply network during education activities and a system that provides the standard of 

balanced personnel in<strong>for</strong>mation to demand-specified industry. To adapt to technological changes and the industry 

demand, the Korean government has re<strong>for</strong>med curriculum, rein<strong>for</strong>ced cooperative relations between academic and 

industrial institutions, expanded teach the Teachers program. Moreover, demand collaboration (<strong>for</strong>ecast model and 

career path map <strong>for</strong> manpower), design collaboration (curriculum, detailed syllabus, etc..), supply collaboration (job 

matching), and capacity collaboration (internship) between academic institution and industry are considered as key 

success factors to SCM. Thus, the expected outcome of SCM will be academic institution’s optimal supply (IT 

manpower reflected industry’s needs) to industry at right time. This analysis is also expected to give valuable 

implications not only to Korean policy-makers but also to other countries making an ef<strong>for</strong>t to enhance demanddriven 

human resource development. 

51 Lifka, Erich - Austria - erich.Lifka@wko.at 

Education Demand Analysis in South-East Europe 

This overview will present in short and clear <strong>for</strong>m the results of that analysis, which was delegated of WIFI Austria 

/IKT in order of given development requirement analysis south Eastern Europe. 

The basis of this analysis was in summary 141 interviews with entrepreneurs or leading employees of small and 

medium entreprises. This analysis was carried out from August to September 2003 from HILL und PMC instituts . 

52 Majumder, Shyamal - India - Shyamal_majumder@hotmail.com 

Emerging Generic Skills <strong>for</strong> Employability in the Knowledge Economy 

In today’s global economy driven by knowledge, the <strong>for</strong>emost wealth of a firm is its human capital or knowledge 

assets. The organization <strong>for</strong> economic co-operation and development estimates that already more than half the 

wealth of advanced industrial societies is derived from knowledge capital. The knowledge-based economy 

recognizes the key role of in<strong>for</strong>mation-based technologies in providing a basis <strong>for</strong> the generation, management and 

utilization of knowledge as never be<strong>for</strong>e, and <strong>for</strong> the emergence of knowledge-based industries. Drucker (1998) 

predicted that the typical large business enterprise twenty years from now will have half the number of people in 

management and one-third the managers of their counterparts today. Specialists brought together as a crossfunctional 

team will do most of the work. The employment pattern will shift from manual and clerical workers to 

knowledge workers. Nonaka (2000) believes that one sure source of lasting competitive advantage of business 

organizations will be knowledge. Successful companies will be those that consistently create new knowledge, which 

are able to disseminate it widely throughout the organization, and quickly embody it in the new technologies and 

products. Knowledge-creating organizations invent new knowledge as a way of behaving or being, one in which 

everyone in the organization is a knowledge worker. 

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53 Masisi, Rose G. - Botswana - masisir@bota.org.bw 

Reducing Unemployment Rates by Producing the Work<strong>for</strong>ce that Industry Wants: The Botswana 

Perspective. 

1 BACKGROUND 

This section will discuss the population characteristics of Botswana in terms of 2001 Census statistics, 

geographic distribution, urban mobility, growth rates. 

It will further discuss the country’s employment statistics mainly focusing on skilled labour vs unskilled labour 

self-employed vs employed latest unemployment rates (graduates roaming the streets) 

2 THE VOCATIONAL TRAINING SYSTEM IN BOTSWANA 

A brief background of the Botswana Training Authority (BOTA) will open this section. The recently re<strong>for</strong>med vocational 

training system of Botswana will then be discussed covering its: intentions, and characteristics (components) – eg 

structure, quality assurance issues, regulations, guidance and support by BOTA recognition of prior learning, current 

competences and work-based learning and assessment. 

3 TOWARDS REDUCTION OF UNEMPLOYMENT RATES 

A discussion of how the vocational training system is seen as a contribution towards the reduction of unemployment 

rates will be made here. Focus will be on, among others: 

not only skilled, but also quality work<strong>for</strong>ce – there<strong>for</strong>e marketable development of a ‘complete’ person through addition 

of generic skills to vocational skills – there<strong>for</strong>e a vocationally self-sufficient person who can confidently venture into 

self-employment promotion of the improved system – thus making it attractive enough to competitive favourably with 

academic education, and reduced dependency on <strong>for</strong>eign expertise. 

4 CONCLUSION AND RECOMMENDATIONS 

Main issues discussed in the sections above will be summarised and recommendations made as necessary. 

54 Milanovich, Marlis - Austria - office@jaw.at , pr@jaw.at 

"Qualification means future“ – Experiences of Jugend am Werk in the Field of Vocational Training <strong>for</strong> 

Young People 

Regular, meaningful work and employment are crucial <strong>for</strong> every individual’s sense of self-worth. There<strong>for</strong>e, a high 

quality vocational education and training is a precondition <strong>for</strong> the social inclusion and future career development of 

young people. 

For more than fifty years, the organization Jugend am Werk (JaW) provides high quality vocational training programs 

<strong>for</strong> young men and women who have been unable to find an apprenticeship on the open job market. <strong>Based</strong> on the 

experiences of Jugend am Werk the presentation will give an overview over recent developments and challenges in the 

field of vocational training <strong>for</strong> young people in Vienna. Three main results will be outlined: 

Besides classical schemes of apprenticeship training, there will be a great demand of flexible models that facilitate 

co-operation between the companies and interplant educational institutions like JaW. 

There is a strong need <strong>for</strong> additional schemes <strong>for</strong> disadvantaged young people that focus on practical training and 

work experience. 

It is of great importance that every vocational training course enables its participants to finish their job training. 

The association Jugend am Werk (JaW) is a charitable organization whose main areas of work are on the one hand 

high quality apprentice training and on the other hand accompanying people with mental or multiple disabilities. 

According to its basic philosophy, JaW provides a wide range of high quality services in both areas, to empower

disadvantaged people to live independent and autonomous lives and ensure their inclusion in society. 

Today, JaW trains about 1.000 young men and women per year who have been unable to find an apprenticeship on 

the open job market and offers a wide range of courses <strong>for</strong> vocational training and qualifications. 

55 Norton, Robert - USA - norton.1@osu.edu 

The DACUM Curriculum Development Process 

What is DACUM? 

How Can DACUM Improve Instruction? 

Why Use DACUM? 

Who Uses DACUM? 

How is DACUM Used? 

Why is DACUM Unique? 

56 O’Lawrence, Henry - USA - holawren@csulb.edu 

The Role of Education and Training <strong>for</strong> Welfare Re<strong>for</strong>m Recipients at Cali<strong>for</strong>nia State University Long 

Beach Center <strong>for</strong> Career Studies 

The Center <strong>for</strong> Career Studies at Cali<strong>for</strong>nia State University, Long Beach provides employment and training services 

to dislocated workers and economically disadvantaged persons. This study investigated (a) to what extent did the 

Center’s trainees perceive that their learning transferred to their jobs and (b) to what degree did learning increase 

after the training. This study included 138 participants enrolled in the program and examined the data from the 

Center on how many participated in the training program and how many finished. The total count <strong>for</strong> those who 

were not working or with no experience be<strong>for</strong>e their training at the Center was 87 (63%), compared to those 

working or with little experience 19 (14%). The findings indicated that 101 (73%) recipients found jobs after they 

completed the training program compared to only 7 (.05%) that were not able to find job, still looking <strong>for</strong> job, in 

school full-time or unemployed after training. The differences indicated that many welfare recipients who seek 

training to better their lives could be productive and that the training was successful in meeting their needs. 

57 Oakley, Gary D. - Qatar - goakley@yahoo.com 

A System <strong>for</strong> Developing, Evaluating and Revising Competency <strong>Based</strong> VET Programs 

A. What is competency based training (CBT)? 

B. What are the advantages and disadvantages? 

The instructors teach toward the tests; in fact, the training materials are developed after determining what the tests 

will be. 

The trainees know what the exams will be the first day of the course. 

The trainees are not given an overall score. 

Trainee scores are not compared to other trainee scores. 

No one “passes” or “fails” the training program. 

The final exam is completed on the job. 

C. What does the system look like? 

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58 Oleynikova, Olga - Russia - observer@netclub.ru 

Challenges <strong>for</strong> VET in a Greater Europe 

Though not contemplating entry in the EU Russia is nevertheless an active player on the European continent and 

Russian education aims at integrating into the European education dimension. 

VET, regarded a focal factor in ensuring the country’s competitiveness, aims at integrating in the European VET 

dimension to enhance academic and labour mobility of Russian students and the work <strong>for</strong>ce at large. To this end joining 

the Copenhagen process is being currently considered by the RF government as a political step to ensure 

compatibility and comparability of qualifications acquired in Russia with European standards. 

The latter is a challenge in itself, given a different structure of the Russian VET, with the sector of continuing VET not 

yet fully shaped, and the early stage of both the qualifications framework development, and transition to 

competence-based VET. 

Nevertheless, there is both a political will of policy-makers and determination of the VET community at large to move 

towards European integration in real terms. 

In the context of the above and with a view to additional constraints caused by a lack of appropriate in<strong>for</strong>mation 

support to the integration processes the following steps are currently discussed: 

to enhance the in<strong>for</strong>mation flow and initiate a public debate on issues related to the Copenhagen process; 

to develop a strategy and work plan to implement life-long learning; 

to achieve a transition to a competence-based VET and develop a credit system; 

to devise practical steps to introducing a Common Quality Assurance Framework (including a shift to output-based 

VET standards; development of a single National Qualifications Framework; introduction of self-assessment procedures 

contained in the European Guide on Self-Assessment, etc.); 

to develop practical steps to introduce the EUROPASS; 

to enhance participation Russian VET stakeholders in European VET discourse by activating communication between 

relevant experts. 

59 Pereira, Clarence A. - South Africa - petuniar@eec.edu.za 

Vocational Education and Training – a contribution towards poverty reduction? 

A definition of poverty provides the basis <strong>for</strong> the discussions in this paper. The author investigates the causes of 

poverty and highlights what is in his view the five most pertinent causes. These causes of poverty are looked at with a 

view to getting to the root of the problem. The author further explores ten intervention strategies which governments, 

NGOs and VET institutions together can embark upon to break the back of poverty or at least reduce the incidence 

thereof. He argues that VET institutions cannot do it alone and need the engagement of critical role players. 

60 Peterson, Ruth - New Zealand - ruth.peterson@manukau.ac.nz 

UP FROM UNDER DOWNUNDER: Linking Career Development in New Zealand with Recognition of Prior 

<strong>Learning</strong> in Vocational Education and Training 

Arising from the considerable evidence available about the `gap' in participation and achievement of Pacific peoples in 

tertiary education, the New Zealand Government's Pasifika Education Plan <strong>for</strong> tertiary education nominates as its focus 

`increasing participation and achievement, improving retention and encouraging higher levels of study'. While Pacific 

peoples' participation has increased over the last decade it is still lower than that of the general population, and there 

is a lack of understanding about why the `gap' persists. 

A Centre <strong>for</strong> Assessment of Prior <strong>Learning</strong> (CAPL) was established at Manukau <strong>Institute</strong> of Technology in 2002. The

institute is located in South Auckland, a region with the largest population of Polynesian and Maori people in New 

Zealand. Soon after the Centre was launched, a contract with the Ministry of Education was negotiated to provide 

recognition of prior learning to Pasifika Early Childhood Educators as a means of encouraging them to participate in 

tertiary education and, in particular, to gain a Diploma of Teaching. 

CAPL facilitators have developed ways of working with Pasifika people which are unique to their culture. In many 

instances, Pasifika women have entered the work<strong>for</strong>ce as cleaners, cooks or support <strong>for</strong> teachers. During the 

recognition of prior learning process, they have been amazed at the amount of learning they have gained from 

working in Early Childhood Centres. Gaining a Diploma of Teaching will enable them to develop their careers and 

raise the standard of living in Auckland’s (and New Zealand’s) lowest socio-economic suburbs. With large families 

to provide <strong>for</strong>, giving up work whilst attending a three year training course is out of the question but being able to 

gain credit towards the Diploma of Teaching from the in<strong>for</strong>mal learning that has taken place on-the-job, makes 

participation in tertiary education a real possibility. 

61 Pötsch, Manfred - Austria - manfredpoetsch@hotmail.com 

Practice firms in Austria and the network worldwide 

Promotion of simulation-based practical Training <strong>for</strong> Commercial, Administrative and Business Professions 

worldwide. A film about working in a practice firm. 

62 Prigelmeier, Dean - USA - Prigelmeier@aol.com 

Improving Worker Capacity-A New Model of Work<strong>for</strong>ce Development <strong>for</strong> a Competitive Economic 

Environment 

Traditionally, the model <strong>for</strong> vocational education and training focuses on preparing the individual <strong>for</strong> employability. 

The emphasis is on generalized industry skill training, based on historical in<strong>for</strong>mation, with an attempt to predict 

necessary work-skills <strong>for</strong> emerging jobs and emerging economies. However, even with the most “advanced” of the 

vocational, trade, and crafts programs, this model has proven itself relatively ineffective to developing and 

maintaining a high degree of “fidelity” (closeness of fit to reality) to the targeted job classification’s requirements. The 

lesser the degree of fidelity, the less the effectiveness of the program, and the more employers discount the value of 

the learning experience to their attempts to compete. 

63 Robinson, Bronwyn - Australia - Bronwyn.robinson@rmit.edu.au 

The Casualisation of VET Teaching Staff and Its Impact on Teaching Quality 

RMIT University is a dual sector institution with a long involvement in Vocational Education and Training. The delivery 

and assessment of programs in the VET sector of RMIT is now being conducted by a substantial number of sessional 

teachers and those employed as full time equivalent teachers (FTE). People Services data, collated in August 

2003, indicated that there were 414 full time and 153 FTE teaching staff while a further 692 staff members worked 

as sessional teachers at this time. While there are a variety of practical reasons <strong>for</strong> the employment of part-time and 

sessional staff in any Registered Training Organization, these teacher employment figures raise questions around 

how the University is able to ensure continuity in teaching practice and assessment, maintain program quality both 

in content and delivery, audit compliance and the provision of appropriate Professional Development <strong>for</strong> all of its 

teaching practitioners to ensure a professional and sustainable teacher work<strong>for</strong>ce. The employment of such a large 

sessional and FTE teacher work<strong>for</strong>ce also highlights potential difficulties across a range of day-to-day administrative 

issues usually carried out by teachers such as, program planning, timetabling, collation of course results and the 

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effective dissemination of National, State and organisational in<strong>for</strong>mation. At a broader organisational level, casualisation 

raises issues of ‘belonging’ to the University, a key factor in team building and the development of strong staff morale. 

This paper will explore the experiences of sessional and FTE teachers within this organization, the acculturation of staff, 

their access to professional development opportunities and the overall impact on the quality of programs being 

delivered to students. 

64 Romjin, Clemens - Netherlands - cl.romijn@planet.nl 

An Integrated Approach to <strong>Learning</strong> Networks 

The contribution I would like to make concerns a project we aim to define that is concerned with fostering new 

understanding of the contribution of action-oriented, learning networks to regional sustainable development in various 

regions in Europe and the role of policy innovation at EU, the nation states and regions to those. Sustainable 

development is defined as competitive economic development which does not degrade the environment and 

enhances social capital in new employment opportunities, life-long learning, social inclusion and social cohesion. 

The role of VET in this will especially be highlighted. 

<strong>Learning</strong> networks as proposed are concerned with economy and good governance, representing partnerships 

between government, business including SMEs, the research sector and civil society, including NGOs. The projects 

hypothesis is, first, that learning networks are a valuable approach to the dynamic, multi-dimensional challenges of 

sustainability. Second, networks can be “nurtured” by policy, resources and direct action, and by an understanding of 

their beneficial operation in a framework of international cooperation. 

The project we aim to propose is first of all to be seen as a sophisticated action research project. Secondly, the project 

will in itself be an trans-national knowledge network, organised by key themes and in case study regions. The 

thematic sub-networks, led by partner research organisations, are: network concept, knowledge development, 

communication management, organisational learning and policy and governance. 

Furthernore, there will also be sub-networks in 6 case study regions. Each is to be led by a partnership of a research 

organisation and regional government entity with associate partners from business and civil society. The aim of the 

project will be to pilot and monitor innovations in regional networking. 

The project’s main aim is to learn how to strengthen regional learning networks with local resources and the resources 

of a trans-national network. Regional experience of fostering innovation will be a key focus of transferable learning, to 

be disseminated across the EU. 

This methodology of partnership between governance and research organisations has proved a powerful learning 

model in previous research. 

65 Sadri, Abas - Iran - ghkarimi@ut.ac.ir 

Development of Technical & Vocational Training in Secondary Education in the Islamic Republic of Iran, 

Problems and Perspectives. 


66 Schmid, Eleonora - Austria - Eleonora.Schmid@bmbwk.gv.at 

VET in Austria and its ties with EU Policies 

- No abstract available -

67 Schneeberger, Arthur - Austria - schneeberger@ibw.at 

Transparency and Recognition of Vocational Qualifications - Problems and Promising Approaches 

What do we need international transparency and recognition of vocational qualifications <strong>for</strong>? 

What are the problems concerning the development of transparency and recognition of vocational qualifications 

(VQs)? 

Which approaches are promising to enhance transparency and recognition of vocational qualifications? 

68 Schuch, Klaus - Austria - schuch@zsi.at 

Challenges <strong>for</strong> Vocational and Higher Education in Southeast Europe. Lessons Learnt from Monitoring 

of Educational Projects 

The presentation deals with structural problems of vocational and higher education in the so called ‘Western Balkan 

States’. Main emphasis is on international interventions designed to support the trans<strong>for</strong>mation of education 

systems towards European standards, objectives and attitudes. Projects implemented under the development 

co-operation by the Austrian Ministry of Foreign Affairs respectively the Austrian Development Agency are 

specifically considered. In fact, Austria is one of the leading international donors in this field in Southeast Europe, 

particularly in higher education. 

The paper explicitly refers to main results derived from fact finding missions to Albania, Kosovo and Macedonia, 

which were carried out by the author on behalf of the Austrian Ministry <strong>for</strong> Foreign Affairs in Autumn 2003. 

The goal of these missions was to develop an educational sector programmes to enable the identification of joint 

co-operation projects between Austria and the target regions in the field of higher education and vocational 

education. For that purpose, a series of already implemented projects have been evaluated and several dozens of 

expert interviews have been recorded. 

Evidently, the level of existing internationally supported interventions is lower than the revealed needs. The systems 

of education in Southeast Europe suffer from a series of structural problems, many of them inherited from the 

state-socialist past and the legacy from a turbulent decade. However, also interventions supported by the 

international community have their pros and cons. Very often, deficits in both structured institutional empowerment 

processes and needs-adapted development support can be observed. 

The presentation emphasises 

identified deficits and strengths of already implemented Austrian development co-operation projects in the field of 

education and their assignment to the three layers: ‘operational projects’, ‘structural projects’ and ‘policy-strategy 

projects’, 

reflects the interventions against development principles such as sustainability, empowerment and ownership and 

discusses new approaches and cross-cutting issues worthwhile to include in future co-operation development 

programmes. 

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69 Seibt, Frank - Germany - frankseibt@t-online.de 

E-learning via satellite services on the basis of the evolearning plat<strong>for</strong>m across Europe 

E-learning via satellite services on the basis of the evolearning plat<strong>for</strong>m across Europe 

The ASTRA-NET satellite services provide broadband access to Internet-based content and enable the users to 

participate in distance training and teaching live sessions European-wide. 

Using the ASTRA-NET IP broadband network services <strong>for</strong> all training and learning applications improve the quality and 

results of distance learning and training programmes extremely. 

The integration of the evolearning plat<strong>for</strong>m allows the simultaneous and interactive education of an unlimited number of 

participants. Audio, video and screen content is transmitted in real time and in the highest quality. The learning content 

will be delivered cost-effective and and secure to addressed user groups in any European location, using the coverage 

of the ASTRA satellites as well as TV. The participants are able to use the same dish <strong>for</strong> receiving the multimedia 

content, as they are using <strong>for</strong> TV. Primarily the DSL – speed Internet connection via satellite with a bandwidth of 768 

Kbit/sec and MPEG4 will be used <strong>for</strong> the transmission of the training sessions. Alternatively the participants can 

retrieve learning content previously stored on the hard disk of their PC from an earlier satellite transmission. The terrestrial 

telephone line, as a modem or ISDN connection, will be used as return-channel to the central point of teaching. 

Advantages: 

Local independent = Every location in Europe will be reached ( from Norway over Estonia, to Hungary, the Canary 

Islands and UK ) 

Flexible = A small TV dish with a size between 60 and 80 cm will used 

Variable = Corresponding to the content, which will be transmitted and trained, the bandwidth between 64Kbit/sec 

and 8 Mbit/sec will be used 

Projects were realised <strong>for</strong> example in the area of IT, healthcare and telemedicine services and education <strong>for</strong> teachers. 

There is an experience <strong>for</strong> 5 years. 

70 Sethia, Rajendra Kumar - India - Rajsethia@hotmail.com 

Developing <strong>Learning</strong> Communities Dahleez: Exploring the Role of Intergenerational <strong>Learning</strong> and Revival 

of Indigenous Knowledge Systems as Catalysts <strong>for</strong> Women’s Empowerment: A Case Study from India 

What does DAHLEEZ mean? 

It means the doorstep. In a metaphorical sense it is the space where the ‘Outside’ meets the ‘Inside ’. In many 

traditional families the women are expected to remain "Inside Home Walls" i. e. Not To Cross the 'DAHLEEZ'. Rather 

than alienating the women from their traditional values – the DAHLEEZ project seeks to empower them economically 

through a process of intergenerational learning and revival of indigenous knowledge system. The project seeks to 

support the process of economic empowerment of women from traditional joint families through creation of a ‘learning 

web’ composed of families and of all other ‘learning spaces’ like the intergenerational learning, market place, 

livelihood, nature. 

What is the curriculum or ‘learning content’ this project proposes? 

None. The action research is simply aiming at rein<strong>for</strong>cing the learning processes (critical analysis, reflection, 

intergenerational learning and creativity) within a framework of an existing knowledge content which is composed, on 

the one hand of traditional and indigenous knowledge and on the other hand of knowledge coming into the family via 

schools, media, market <strong>for</strong>ces and other external agents.

71 Seufert, Robert - Austria - Robert.Seufert@tgm.ac.at 

Vocational Education <strong>for</strong> Engineers shown on the example of the TGM (Das Technologische 

Gewerbemuseum - The School of Technology) 

The Vocational Education System in Austria and its importance <strong>for</strong> economic development in this country and 

others will be presented. This efficient Education System should be introduced to other countries, specifically to the 

new EU- members. With this in mind, this report should serve as a guide to copy this system and furthermore it 

should encourage insight <strong>for</strong> this education system and announce the qualification of students who passed this 

system. 

Details will be shown on the example of the TGM (Technologisches Gewerbemuseum) in Vienna, especial on the 

example of the Electronic Department. 

Nevertheless common validity of the explained facts will be pointed out. 

In this report construction, origin and structure of an optimal organisation should be visualised. It will be shown how 

widely spread the professionalism is and how advanced the way of cooperation and complementation of science in 

theory and practical employment with tight contact to commerce and industry as an important factor, is. By this 

means, this system reached its importance especially in Austria. 

The different educational sequences, courses of events and the educational methods as well as the different basics 

and accesses <strong>for</strong> this system will be explained. 

72 Seufert, Robert - Austria - Robert.Seufert@tgm.ac.at 

Timetable conscious Curriculum - long term relelvant basic knowledge versus short-term content 

specific knowledge 

In this panel there should be fathomed out the sense of certification knowledge, witch becomes more and more 

significance nowadays. 

On one side there is the imparted knowledge, witch is queried from different institutes in a standardised pattern; but 

this knowledge is very transient. On the other hand more and more companies expect various certificates from 

there future employees. The number of achieved certificates is at this time a very important selection criterion in the 

job market. But especially with nowadays development, which gets faster and faster all the time, the half-life period 

<strong>for</strong> doubling your knowledge is about 6 years. This means, that some of the achieved certificates are outdated, 

be<strong>for</strong>e schooling duration is finished and young people would get to work. 

This is now raising the question, if it would not make more sense, to learn more about the fundamentals and the 

tools to learn, rather than the specific knowledge itself. The tools to learn, means the knowledge <strong>for</strong> later using 

diverse “self learning methods”. Maybe it makes sense to join “crash courses” <strong>for</strong> adopting innovations. Anyway in 

standardised (vocational) education processes, these methods should be moved, if ever, to the very last phases of 

the education. It might get very dangerous, especially <strong>for</strong> the ones involved, if too much importance is attached to 

these certifications. To disobey these facts will lead directly to future unemployment, or at least to a tremendous 

increase of necessity of retraining courses <strong>for</strong> the affected. 

In fact it is very simple <strong>for</strong> many companies to always hire the newest trained people, equipped with the newest 

certificates, just to fire them, as soon as their knowledge got obsolete and so on. As a side effect the wage cost of 

newly hired personal are furthermore mostly much lower. 

From there the target of this discussion should be, to find out how we can operate with these new training methods 

and how we can take benefit from these tendencies, <strong>for</strong> all the concerned, people as well as companies? So, that 

training and schooling <strong>for</strong> today’s and tomorrow’s young people improves persistent in the long term. 

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73 Sewdass, Nisha - South Africa - nsewdass@postino.up.ac.za 

Further Education and Training (FET) as a means of encouraging lifelong learning within the knowledge 

economy: a South African perspective. 

Emerging from the changing global economy is a new set of values. This has meant that developing as well the 

developed countries are <strong>for</strong>ced to shift from the industrial to the in<strong>for</strong>mation era. Job security is becoming more 

important and individuals will have to become more innovative and proactive in order to retain their positions in 

organizations. It is further noted that traditional career planning is not adequate to help individuals to cope with the 

rapid rate of change in technology, society and the knowledge-based economy. 

The increasing competitiveness of modern economies requires society with lifelong learning as part of its norms and 

standard practices. Furthermore, policy-makers, decision makers in government, business and industry must integrate 

the lifelong learning ethos into the competitive strategy of the nation. 

The National Training Board (NTB) in South Africa has endorsed the concept of lifelong learning and has adopted a 

holistic approach towards education and training by combining the socio-economic needs of the country and the 

development needs of the individual. This approach changes the thinking around education and training as separate 

activities, to one of ‘lifelong learning’. Institutions will there<strong>for</strong>e have to move towards structuring themselves to 

support the creation of learning and knowledge-centred organizations. 

This paper will focus on discussing what lifelong learning is and why it is important in developing knowledge 

economies such as South Africa. It will further concentrate on what FET is, and the FET Act of South Africa that 

en<strong>for</strong>ces the concept of lifelong learning <strong>for</strong> all individuals. The manner in which the education and training structure 

has changed will also be covered. Continuous development, like lifelong learning is capable of taking place in all sorts 

of settings both <strong>for</strong>mal and in<strong>for</strong>mal and the continuous development spiral model will be <strong>for</strong> discussed as being useful 

<strong>for</strong> encouraging lifelong learning. 

74 Sharma, Mukesh; Hahn, Dietmar J.; R. Parasuram - India - mukeshsharma@crispindia.com 

Vocational Education in India - A tool <strong>for</strong> sustainable development 

Poverty is defined as “the state or fact of being in want” or simply the lack of enough income and resources. In the 

third world countries like India, the roots of poverty lie in the macro and micro government policies, inefficient delivery 

mechanism and lack of political commitments to poverty reduction. As an initiative, India’s 10th Five-Year plan 

proposes to shift the focus of planning from merely resources to policy, procedural and institutional changes which are 

essential <strong>for</strong> every Indian to realise his or her potential. The development of individual’s skills through Vocational 

Education and Training (VET) is one of the most important factors <strong>for</strong> sustainable livelihoods. 

No one ever disputes that vocational education is the demand of time, the country needs more skilled manpower, we 

need more skilled technicians and personnel, industries based on modern technology require different skill profiles than 

what is being supplied today, the ever expanding service sector requires a large number of enterprising young people. 

Further, the rural development depends on the skill base in rural areas and the aimless pursuit of higher education 

must be halted so that requirement of a variety of services of millions of people can be met and <strong>for</strong> that vocational 

education and training (VET) is an inevitable solution to reduce the ever increasing unemployment and poverty. 

This paper tries to address the ef<strong>for</strong>ts which were made to install the vocational education in India and some of the 

major factors responsible <strong>for</strong> its slow growth in the past. It expresses the major concerns and their remedy. The paper 

discusses the effect of VET on employability, its need <strong>for</strong> sustainable economic and social development, its relevance 

with present and future job opportunities. The paper also presents some of the success stories, which took place in 

the state of Madhya Pradesh, the central province of India. These successful examples demonstrate, how the

vocational education and training helped the unemployed/ underemployed youth belonging to socially 

disadvantaged category and rural area, to enhance their skills that resulted into improved earnings and sustainable 

livelihoods. These successful case studies show us a way to take up VET in full sincerity as a tool <strong>for</strong> sustainable 

development and fight against poverty not only in India but in other third world countries also. 

75 Stenström, Marja Leena - Finland - marja-leena.stenstrom@ktl.jyu.fi 

Linkages between Education and Working Life: Career Development of the Polytechnic Graduates in 

Finland 

The Finnish polytechnics have been developed using an experimental method in 1990s. Although the Finnish 

polytechnic re<strong>for</strong>m has been a national project, the <strong>for</strong>mulation of the re<strong>for</strong>m was influenced by the Dutch (HBO) 

and German institutions (Fachhochschule) (Salminen, 2001). 

This study focuses on the transition from Finnish polytechnics to working life at a point of time when working life is 

still unfamiliar with polytechnic degrees, intended to qualify their holders <strong>for</strong> tasks requiring professional expertise. 

It looks also at how well the skills acquired in polytechnics meet the skills requirements of working life. The data 

consist of the results of a questionnaire survey based on the polytechnic graduates’ answers carried out in autumn 

2003 in the study fields of business and administration (n=626), technology and transport (n=637) and health and 

social services (n=625). The graduates had left their polytechnics about three years earlier, in 2000. 

The findings suggest that the polytechnic graduates have been successful in making their entry to the world of 

work. In 2003, 82% of polytechnic graduates in business and administration, technology and transport, and health 

and social services were in employment. Comparing this result with earlier findings (Stenström 2003) reveals that at 

the end of the 1990s, 75% of polytechnic graduates in these fields had a job. The graduates’ study field seems to 

be one of the most important factors affecting their transition to working life: 89% of the engineers, 82% of the 

business and administration and 75% of the health and social services graduates were working. In 2003, most of 

the polytechnic graduates had a permanent position. It appears that these polytechnic degrees have been become 

well-known on the labour market and that the polytechnics have fulfilled their tasks quite well. 

However, although polytechnic graduates seem to have successfully gained entry to working life, there is a gap 

between the skills acquired in education and the skills actually needed in working life. According to the polytechnic 

graduates, working life demands more skills than their education can offer them. These findings are not surprising 

because some skills, such as practical skills, including tacit ones, and self-regulation skills are learnt only in working 

life (Bereiter, 2002; Bereiter & Scardamalia, 1993). There is a real challenge here to develop teaching and teaching 

methods in polytechnics. 

76 Stenström, Marja Leena - Finland - marja-leena.stenstrom@ktl.jyu.fi 

Searching <strong>for</strong> Innovative Practice-Oriented Assessment Models in Vocational Education and Training: 

Introducing a European Project QUAL-PRAXIS 

The most essential reason making the assessment in VET education more important is the growing emphasis 

placed on lifelong learning. Assessment, qualifications and certificates are important determinants of students’ 

future opportunities. Furthermore, there is a demand <strong>for</strong> more transparent qualifications and certificates which would 

promote work<strong>for</strong>ce mobility across national boundaries, between levels of occupational hierarchies and from one 

geographical region to another. 

The focus of the project ‘Quality Assurance and Practice-Oriented Assessment in Vocational Education and 

Training’ (QUAL-PRAXIS) under the Leonardo da Vinci Programme is to identify current innovations and future 

developments in practices of and approaches to the assessment of work-based (<strong>for</strong>mal and in<strong>for</strong>mal) learning in 

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76 

European countries such in Austria, Germany, Estonia, Finland and Ireland. In the context of the project, practiceoriented 

assessment refers to per<strong>for</strong>mance- and competence-based assessment, one of the possible student 

assessment methods in VET. The aim of assessing practice-oriented learning is to guarantee the quality of students’ 

skills and competencies in working life. Because of the diversity and varying developmental stages of the VET 

systems represented in the partnership, the project has a fine potential to analyse different assessment methods 

and tools. 

The QUAL-PRAXIS project will bring work-based assessment practices, their roots and future perspectives to the 

attention of the international audience. The primary target groups of the project are policy-makers, educational 

administrators and researchers. Secondarily the project is targeted to teacher educators, workplace trainers, 

teachers, employers and other social partners. The QUAL-PRAXIS project uses different modes of dissemination 

(networks, publications, seminars, workshops, conferences, participation in various events, the press, electronic 

media) at different levels (local, national and international). A manual of the good practices identified will be 

introduced. The features and models of assessment will be compared paying attention to the country-specific roles 

and models of VET within educational structures. The results of the project will be published as a book. The 

duration of the project is from October 2003 to September 2006. 

77 Stocker, Herwig - Austria - herwig.stocker@aon.at 

Interactive Media in Modern <strong>Learning</strong> Environments 


78 Thompson, Dale E.; Thompson, Cecelia; Lyle, Buddy - USA - thomp@uark.edu 

Planning an Alternative Vocational Teacher Preparation Program 

In Arkansas, teachers employed at vocational-technical schools are often hired from industry. They enter the 

teaching profession with an associate degree and little or no teacher education training. As a full-time teacher, 

they do not have an opportunity to take teacher education courses or earn a bachelor’s degree. 

The University of Arkansas is planning to address this need <strong>for</strong> <strong>for</strong>mal teacher preparation with alternative Bachelor’s 

and Master’s degree programs. Teachers who are employed or students with an associate degree from a technical 

college who wish to enter vocational teaching would complete their general education requirements at a local 

community college. Teacher education requirements would be met with distance education courses (web or 

interactive video) through the College of Education at the University of Arkansas. These courses include classroom 

learning theory, survey of exceptionalities, introduction to the teaching profession, lesson presentation techniques, 

and educational technology. Technical requirements <strong>for</strong> a bachelor’s degree would be met with courses taken 

during their associate degree or testing of experiential learning through the National Occupational Competency 

Testing <strong>Institute</strong>. 

Upon completion of the bachelor’s degree, the participants would enter the Master of Arts in Teaching degree. 

During the summer, students would complete six credits of graduate education classes on campus. The classes 

would cover evaluation, testing, reading and writing strategies, classroom management, and computer technology. 

During the fall and spring semesters, teachers would return to their teaching position and be assigned a mentor 

teacher to assist them with development and evaluation of their teaching skills. A University of Arkansas liaison 

would also supervise the teacher. Additional coursework would be taken by distance education. These courses 

would include laboratory management, teaching strategies, curriculum design, and seminar in teaching. During the 

spring semester, each teacher would complete a classroom research project and comprehensive exams. Those 

students who were not employed at a vocational-technical school would take the same courses but follow a more

traditional route of being placed in a partnership school and working with a full-time teacher <strong>for</strong> their studentteaching 

experience. The authors would welcome discussion by participants who have developed or have an 

interest in alternative teaching training programs. 

79 Toelle, Michael - Austria - michael.toelle@akwien.at 

A new tool <strong>for</strong> co-financing lifelong learning in Austria: The learning voucher of the Chamber of 

Labour 

The Chamber of Labour is the legal representation of all Austrian workers and employees. Membership is 

compulsory. The nine provincial Chambers of Labour and the Chamber of Labour Austria as the national head organisation 

are legally obliged to represent the social, economic, educational and cultural interests of their members. 

In 2002 the Chamber of Labour launched a new initiative, the „AK Bildungsgutschein“ („<strong>Learning</strong> voucher of the 

Chamber of Labour“) in all nine Austrian states. Every member can order a learning voucher worth 100 euros (in 

some states members on parental leave receive 150 euros) every year. The voucher can be used up in specially 

defined courses – including those leading to <strong>for</strong>mal higher qualification - at selected training providers. 

The presentation will deal with the following questions: 

• What has been the reason <strong>for</strong> the shift from the supply to the demand side, and there<strong>for</strong>e <strong>for</strong> the implementation 

of the learning voucher? 

• How and what <strong>for</strong> can the voucher be used up? 

• What have been the results of the first evaluation? 

• How can the learning voucher be combined with other mechanisms <strong>for</strong> co-financing lifelong learning in Austria? 

What is the outlook <strong>for</strong> the future? 

80 Vishwakarma, Mahesh - India - maheshvishwakarma@hotmail.com 

Training Need Assessment of Vocational Education in a Deregulated Environment: A Case Study 

Training of vocational students in the deregulated environment of future is a critical issue especially in developing 

countries. The <strong>for</strong>mulation of strategies and finding effective solutions <strong>for</strong> this small but important group of society is 

a challenge be<strong>for</strong>e the trainers and managers since these students needs to be exposed to this changed environment. 

The changing deregulated environment is promising and demands many other attributes in the vocational 

students apart from their improved technical and application skills. These vocational students are the foundation 

stones of industries of next generation. To implement new time oriented schemes requires coherent ef<strong>for</strong>ts from 

trainers, trainees and industrial managers since all these groups are accustomed to the traditional pattern of 

teaching and training <strong>for</strong> past many years. Compatibility of the present vocational students and future manpower 

requirement of industries in the changed deregulated environment demands <strong>for</strong> continuous planning, ef<strong>for</strong>ts and 

effective strategies. This case study proposes a model <strong>for</strong> making a <strong>for</strong>mal need assessment of vocational students’ 

training at different schools, training institutions and colleges, which could generate some effective ideas <strong>for</strong> 

efficient implementation. A brief scenario of the changed deregulated environment in industrial sector has been described 

highlighting its expectations from various associated groups and its future trend. The assessment is carried 

out on several factors including inherent attributes, generic attributes, technical skills and students’ basic need of 

training. A comparative study has been carried out between the training needs prevailing during last 2 decades and 

those required during <strong>for</strong>thcoming decades. The role of strategy <strong>for</strong>mulators, Government and implementing agencies 

has been described. A sample interview of vocational students, trainers and industrial managers was organized 

and the observations / reactions on the training needs in deregulated scenario were recorded. Finally, the evaluation 

of the reaction of different groups and their relevance to future job prospects in industrial sector are presented. 

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81 Vishwakarma, Suresh; Vishwakarma, Mahesh - Seychelles - Sureshvishwakarma@hotmail.com 

Vocational Training Needs in modern environments on small island nations: A Case Study of Seychelles 

The global economy of the day has endangered the survival of most organizations worldwide especially those who 

wish to be a part of the competitive race and gain competitive advantage. The situation of organizations in 

developing nations particularly Small Island nations need a special attention due to constraint of very limited resources 

and development infrastructure. To remain in the competitive race may become a distant dream in the absence 

of superior quality products, which is indirectly the function of well-trained employees. In most of the organizations 

at small island nations today career development resources are scarce and have to be used preciously. The 

management anticipates the vocational trainers in different areas to justify their position and a regular feedback on 

the output generated by them. Regular per<strong>for</strong>mance appraisals are also conducted. Career development and vocational 

training activities demand <strong>for</strong> close monitoring, regular assessment and effective focus to serve the purpose of 

the trainers, the trainees, and the organization. The identification of vocational training needs has become the top 

priority of every progressive organization. In fact analysis of vocational training needs contributes in defining the gap 

between what is happening and what should actually happen. Identification of vocational training needs if done 

properly helps in <strong>for</strong>mulating a strategy on which all training activities can be planned. Apart from satisfying 

development needs it helps the trainees to acquire multi-skills, motivating them to take extra responsibilities, increasing 

all round competence and preparing future generation to take on higher-level responsibility. Brief analysis of 

Strength, Weaknesses, Opportunities and Threats of organizations on small island nations. Example of Seychelles – 

Introduction to prevailing organizational scenario and identification of vocational training needs. General areas of 

training in the present day island nation organizations and etc. has been attempted in the present paper. 

82 Washi, Sidiga - Sudan - Sidigawashi73@hotmail.com 

Situational Analysis of Vocational Education and Training in the Sudan: A Field Study 

This field study analyzed the current situation of VET from the perspective of 600 students, 100 graduates, 30 

instructors and 15 administrators in four States in the Sudan. Data was collected via self-administered questionnaires 

as well as interviews. Gender disparity was evident in fewer girls being enrolled or graduated from Technical 

Education Schools (TESs) and Vocational Training Centers (VTCs). It was also evident that as Federal and State 

funds were becoming scarce, VET situation was deteriorated. The need <strong>for</strong> further training, curricula improvements 

include introduction of more academic subjects and English language, upgrading technology to improve training 

tools and facilities, linking business and industry to VET, changing the social image associated with VET field, 

allocation of more Federal and State funds as well as further training of staff were considered crucial by the majority 

of the students, graduates, instructors and administrators. 

83 Zemanek, Jutta - Austria - Zemanek@spengergasse.at 

Vocational Training in Austria - possible contributions to a United Europe with special regards to the 

Higher Technical and Vocational School Spengergasse 

First the educational objectives of schools and colleges of engineering, arts and crafts in Austria will be highlighted. 

Then a description of the education at „Spengergasse” , its different sectors and its cooperation with the 

University of Derby in GB will be presented. According to the statement of the EU commission to develop in Europe 

a dynamic competitive and knowledge based economic region until 2010 the contributions of the educational 

system will be focussed : Quality management systems as base <strong>for</strong> more intensifying cooperartion: 

English as working language, Training <strong>for</strong> teachers, Co-operation with enterprises, School exchange. 

Afterwards some projects carried out at „Spengergasse‰ will be presented. The conclusion contains an outlook to 

the future: the EU that has coped with its challenges will provide other countries with its experience. 

84 Hermes, Claudia - Germany - chermes@ets-online.de 

Promoting international teamwork <strong>for</strong> the cultural adaptation of a qualification network 

- No abstract available -

Practical In<strong>for</strong>mation 

Conference Venue In<strong>for</strong>mation 

The official address of the conference site is: 

Wirtschaftskammer Österreich (WKO) 

Wiedner Hauptstraße 63 

1040 Wien 

Austria 

Phone: +43 5 90 900 or 

0800 221 223 (free of charge from Austria) 

Fax: +43 150 105 261 

Website : http://www.wko.at 

CONFERENCE SECRETARIAT AND REGISTRATION 

The conference secretariat can be found in the WKO main building. 1st floor between conference 

rooms 2 and 5. The registration desk can be found in the lobby of the conference area. 

Opening times: 

Tuesday August 24 08:30 - 10:30 and 16.00 - 19.00 

Wednesday 08.00 - 17.00 

Thursday 08.00 - 17.00 

Friday 08.00 - 13.00 

CURRENCY 

The currency is the Euro which fluctuates around 1,20 USD. 

INSURANCE 

Delegates and other participants should be covered by their own personal insurance, or that provided 

by the institutions or bodies to which they belong. The organisers and co-sponsors of the event will 

not accept any responsibility <strong>for</strong> expenditures stemming from such eventualities as illness, accidents, 

decease, damage to third parties, etc. 

79

Important Conference Phone Numbers 

80 

Conference Organisation 

Ingrid Trenner 0043-664-371 8176 Chair Organising Commitee 

Klaus Sodemann 0043-664-232 9838 Chair Programme Commitee 

Anna Hobel 0043-650-937 4855 Office Manager 

Emii Bergmann 0043-650-253 5482 Personal Assistant 

Helga Hunka 0043-699-1005 8657 Social Events Coordinator 

Dagmar Kirchbaumer 0043-664-375 9481 Host-Hostess Coordinator 

Michaela Julian 0043-664-311 6153 Exhibitions Coordinator 

Sonja Hutter 0043-1-5880 4115 Conference Registration 

WKO/ WIFI International 0043-0590 900-3505 Conference Location 

WKO - Toll Free in Austria 0800-221 223 Conference Location 

Hotels 

Hilton Hotel 0043-1-717000 

Hotel Ananas 0043-1-54620 

Johann Strauss Hotel 0043-1-5057624 

Clima City Hotel 0043-1-50516960 

Tulip-Inn Vienna Papageno 0043-1-50467440 

Hotel Academia 0043-1-401760 

IBIS Wien Messe 0043-1-21770 

Hotel Avis 0043-1-40174 

Airlines 

Austrian Airlines 700 76 00 00 

Airport Vienna 700 70 

Flight In<strong>for</strong>mation 700 7 222 33 

Lufthansa German Airlines 700 7 35711 

Emergency 

Fire Department 122 

Police 133 

Ambulance 144 

General Emergency 112

Who Is Who? The Persons you need to see during the Conference! 

Ingrid Trenner 

Chair Organising Committee 

The Wonder-Woman coordinating everything. 

Klaus Sodemann 

Chair Programme Committee 

Responsible <strong>for</strong> everything that goes right or wrong. 

Anna Hobel 

Office Manager 

Without her the office would be a disaster zone 

Emii Bergmann 

Personal Assistant 

Always picking up after Ingrid. 

Helga Hunka 

Social Events Coordinator 

Keeps us well fed and nourished. 

Dagmar Kirchbaumer 

Host / Hostess Coordinator 

Lost? Need help? They are the ones to ask! 

Michaela Julian 

Exhibitions Coordinator 

Makes sure that the stands do not fall down. 

Sonja Hutter 

Conference Registration 

Please pay her what she wants from you. 

81

Lunch Arrangements 

82 

Lunch is not provided at the conference centre (WKO). You will find a number of restaurants and food 

outlets just outside the conference venue. These outlets offer snacks and meals priced between 2 and 9 

Euro. Some offer a free soft drink to conference delegates (se below <strong>for</strong> details). The following list is by 

no means complete - but you can reach any of the establishments in 2-3 minutes. We definitely want 

you to be back on time in the afternoon! To reach the restaurants, please leave the WKO building 

and turn right towards the street where the trams run (Wiedner Hauptstrasse). 

1. Würstelstand 

Just outside of the WKO, a small snack outlet offers items like hot dogs, sausages and chips. Prices 

range from Euro 2-5. Soft drinks are served as well. No seating available. 

2. Sokrates - Greek Restaurant 

Just across the road from the sausage outlet you find the Greek restaurant "Sokrates". Besides the 

usual Greek meat dishes you also find a variety of vegetarian dishes and salads. Prices range from Euro 

7 to 12. Conference delegates receive a free soft drink when requesting it with their order (pleae show 

conference badge). Seating capacity is 190. 

3. Wortner - Café Cuisine 

Walk about three minutes downhill towards the town center (following the tram tracks) and find "Wortner 

- Café Cuisine" within a lovely set of trees and a fountain right on the corner of Wiedner Hauptstrasse 

and Schaumburgergasse. They offer daily menus priced at Euro 5 and 6, including soup. Conference 

delegates receive a free soft drink when requesting it with their order (please show conference badge). 

Seating capacity is 88. 

4. Huhn und Fisch 

This fast food outlet - right across the road from WKO just 20m down Klagbaumgasse - serves freshly 

prepared fish and chicken dishes at very reasonable prices. Salads start at Euro 2, main dishes range 

from Euro 4 to 7. Seating capacity is 60. 

5. Vegetarian Snacks 

There is a health food store at the corner of Wiedner Hauptstrasse and Klagbaumgasse (look <strong>for</strong> the 

green window frames). They offer veggie snacks <strong>for</strong> Euro 2-3. No seating available. 

6. Café Aida 

Those who have a sweet tooth might opt <strong>for</strong> the chain outlet specialising in snacks - both sweet and 

salty. You find Aida 3 minutes down the road and across when walking towards the city centre. 

7. Ice Cream at "Mocca Brasil"! 

This is of course not a lunch - but if you eat fast you might just have enough time to try this one out - 

just walk towards the city centre following the tram tracks,

Useful in<strong>for</strong>mation to get around in Vienna 

Transfers to your hotel from the airport 

There are taxi companies with desks in the arrival area after you have picked up your luggage and 

passed through customs. A taxi to most of the hotels costs Euro 32 and carries up to four persons. 

There are also minibuses at Euro 55 carrying eight persons. 

If you want to use public transport, the CAT (City Airport Train) runs every 30 minutes from 06.06 until 

23.06. The journey takes just 16 minutes. It costs Euro 9 per person one way (return Euro 16) and 

takes you to the station "Landstrasse" where you can catch a taxi to your hotel (at less than 10 Euro) 

or continue with bus, tram or underground. There is also a regular train leaving every 30 minutes from 

the airport (5.40 - 6.10 - 6.40 … 22.10 - 22.40). This train takes 24 minutes to Wien Mitte / 

Landstrasse. The fare is only Euro 3. If you buy a one day, three days or weekly pass <strong>for</strong> Vienna 

public transport all transfer within the city is included. The fare from airport to the city is then reduced 

to Euro 1,50. So, Euro 15 will buy all your transfers, including airport transfers <strong>for</strong> three days. Euro 

15.50 will cover a whole week. For two and more persons taking a taxi is the easiest and most 

economical way to get to your hotel. 

Public Transport in Vienna 

Vienna runs a very efficient public transport system with trams, buses and underground. You can use 

the following tickets: - single journey at Euro 1.50 / four single journey at Euro 6.00 

- 24 hour ticket at Euro 5.00 / 72 hour ticket at Euro 12.00 

- weekly ticket at Euro 12,50 

All tickets are sold through vending machines which also accept credit cards. 

The easiest way to travel and the most economical ticket <strong>for</strong> conference participants arriving Monday 

or Tuesday is the weekly ticket at Euro 12,50. 

Transfer to the Dinner at Palace "Miller-Aichholz" - Wednesday 

Transfer is provided by bus leaving from the following hotels at 19:00 sharp. Hilton Vienna, Ananas, 

Johann Strauss, Clima Cityhotel, Hotel Ibis, Tulip Vienna Papageno, Hotel Academia, Hotel Avis. 

You can also use public transport if you wish. Underground line 4 to the final stop at "Hütteldorf". 

From there take a bus 149, 150, 151, 249 or 250 to "Europahaus" (ask the driver to tell you where to 

get off, some three stops from the station). The Palace lies in a wonderful garden - you will be greeted 

with an aperetif (also applies to bus transfers ;-) 

Transfer to hotels will be by bus again. The first bus will leave at 22:30, the last bus will leave at 

23:15. This allows you to return to your hotel and subsequently enjoy a good nights sleep or Vienna's 

nightlife. Public transport from the station Hütteldorf runs until midnight. 

Transfer to the Reception at the Town Hall - Thursday night 

There will be no bus transfer to the city hall. Please calculate at least 30 minutes to get there. You 

can easily walk from most of the hotels, if you wish. It is a leisurely 30 minute stroll passing through 

some of the most interesting quarters of Vienna - including the imperial quarters and the museum 

quarter. Public transport to the town hall reaches the station "Rathaus" on the U2 line or tram 1, 2 

and D. Bus 13A runs from the WKO via Pilgrimstrasse through Piaristengasse 5 blocks west of the 

town hall. A Taxi is a viable alternative <strong>for</strong> up to four people traveling together - it costs Euro 5-9. 

Please see on the next side <strong>for</strong> detailed desription of the transfers from the conference hotels. 

83

Route Description from Your Hotel to the City Hall 

84 

Please note that this takes you to the city hall - where you find the Vienna Summer Film Festival featuring 

free nightly music films and an abundance of international cuisine outlets. 

1) Hilton Vienna***** 

On foot - Walking time: approx. 30 minutes: 

From the Hilton Vienna to the City Hall it takes approximately 30 minutes to walk. When departing from the hotel just walk through the gardens 

opposite the hotel - the “Stadtpark” - until you reach the “Parkring” (referred to by locals as “the Ring”) which is the main and most splendid boulevard 

of Vienna. Once on Parkring, just follow the direction of the traffic. Do not leave the main boulevard until you finally reach the Dr. Karl-Lueger 

Ring with the “Burghtheater” on the right hand side and the magnificent city hall on the left hand side of the ring. The attentive observer will note that 

the Ring has different names, such as Schubertring, Kärntner Ring, Opernring, Burgring, Dr. Karl-Renner Ring. However, the different names of the 

ring all belong to the same main boulevard, so do not get irritated by this fact. Once you arrive at the city hall and face the building from the front 

side, proceed to the side entrance on “Lichtenfelsgasse”, which is the street on the left hand side of the building. 

By public transport: Duration: approx. 20 minutes 

When departing from the hotel just walk through the gardens opposite the hotel - the “Stadtpark” - until you reach the “Parkring” (referred to by 

locals as “the Ring”) which is the main and most splendid boulevard of Vienna. Take the tramway nr. 1 direction “Stubentor” to station 

“Rathausplatz/Burgtheater”. The tramway follows the direction of the traffic and the station is right in front of the city hall. Walk across the square and 

proceed to the side entrance on “Lichtenfelsgasse”, which is the street on the left hand side of the building. 

2) Hotel Ananas**** 

By public transport - Duration: approx. 15 minutes. 

The most convenient way from hotel Ananas to the city hall is by underground line. The station is opposite the hotel. Take the underground line U4 

(green line) from station “Pilgramgasse”, direction “Heiligenstadt” to station “Karlsplatz”. At Karlsplatz change to underground line U2 (purple line) and 

go to station “Rathaus” (which means city hall in German, by the way). Once arrived there please proceed to exit “Rathaus” and walk up to ”Fried- 

Schmiedt-Platz” which is the square on the back side of the city hall. The street to the right hand side of the Rathaus is called “Lichtenfelsgasse” and 

there the side entrance to the city hall can be found. 

On foot - Duration: approx. 35 minutes 

Please take into consideration that walking from hotel Ananas to the city hall takes at minimum 35 minutes and the faster way is certainly by public 

transportation. 

For walking to the city hall please exit the hotel and cross the street to the “Linke Wienzeile”. Turn right and walk along the “Linke Wienzeile” and 

along the famous “Naschmarkt” until you reach the end of the Naschmarkt and the corner “Linke Wienzeile”/Getreidemarkt with the wine-shop called 

Wine&Co. Cross the street at the traffic light and pass by the “Sezession” building with its famous golden roof. Walk towards the city centre along 

“Friedrichstrasse” and along “Operngasse” until you arrive at the “Opernring” and can see the State Opera in front of you. Follow the main boulevard 

in the direction of the traffic. Do not leave the main boulevard until you finally reach the Dr. Karl-Lueger Ring with the “Burghtheater” on the right 

hand side and the city hall on the left hand side of the Ring. The attentive observer will note that the Ring has different names, such as Schubertring, 

Kärntner Ring, Opernring, Burgring, Dr. Karl-Renner Ring. However, the different names of the ring all belong to the same main boulevard, so do not 

get irritated by this fact. Once you arrive at the city hall and face the building from the front side, please proceed to the side entrance on 

“Lichtenfelsgasse”, which is the street on the left hand side of the building. 

3) Hotel Johann Strauss**** 


For walking to the city hall please turn left after leaving the hotel and walk along the “Favoritenstrasse” towards the city centre. At the ”Erzherzog- 

Johann-Platz” turn left to “Wiedner Hauptstrasse” and once there turn right and walk towards the city centre. Keep walking along “Wiedner 

Hauptstrasse” until you reach the main boulevard – the Ring – and can see the state opera and hotel Bristol. Follow the Ring in the direction of the 

traffic. Do not leave the main boulevard until you finally reach the Dr. Karl-Lueger Ring with the “Burghtheater” on the right hand side and the city hall 

on the left hand side of the Ring. The attentive observer will note that the Ring has different names, such as Schubertring, Kärntner Ring, Opernring, 

Burgring, Dr. Karl-Renner Ring. However, the different names of the ring all belong to the same main boulevard, so do not get irritated by this fact. 

Once you arrive at the city hall and face the building from the front side, proceed to the side entrance on “Lichtenfelsgasse”, which is the street on 

the left hand side of the building. 

By public transport . Duration: approx. 15 minutes 

Take the underground U1 (red line) from station “Taubstummengasse” (just a few meters from the hotel) direction “Kagran” to station “Karlsplatz”. At 

Karlsplatz change to underground U2 (purple line) and go to station “Rathaus” (which means city hall in German, by the way). Proceed to exit 

“Rathaus” and walk up to ”Fried-Schmiedt-Platz” which is the square on the back side of the city hall. The street to the right hand side of the 

Rathaus is called “Lichtenfelsgasse” and there the side entrance to the city hall can be found.

Route Description from Your Hotel to the City Hall 

4) Clima Cityhotel*** 


For walking to the city hall please turn right after leaving the hotel and walk to “Argentinierstrasse”. Once in “Argentinierstrasse” turn left and walk 

towards the city centre until you reach the famous “Karlskirche” (Karls church). Once you arrived there turn to the left and walk straight ahead 

along the “Technical University” and the “Resslpark” to a traffic light. Do not cross the traffic light but turn right and walk through the passage of 

the underground station “Karlsplatz” to the state opera. 

When you arrive at the state opera just follow the main boulevard – the Ring - in the direction of the traffic. The attentive observer will note that 

the Ring has different names, such as Schubertring, Kärntner Ring, Opernring, Burgring, Dr. Karl-Renner Ring. However, the different names of 

the ring all belong to the same main boulevard, so do not get irritated by this fact and do not leave the main boulevard until you finally reach the 

Dr. Karl-Lueger Ring with the “Burghtheater” on the right hand side and the magnificent City hall on the left hand side of the Ring. 

Once you arrive at the city hall and face the building from the front side, please proceed to the side entrance on “Lichtenfelsgasse”, which is the 

street on the left hand side of the building. 

By public transport - Duration: approx. 20 minutes 

Take the underground U1 (red line) from station “Taubstummengasse” (just a few meters from the hotel) direction “Kagran” to station “Karlsplatz”. 

At Karlsplatz change to underground U2 (purple line) and go to station “Rathaus” (which means city hall in German, by the way). Proceed to exit 


Rathaus is called “Lichtenfelsgasse” and there the side entrance to the city hall can be found. 

5) Hotel IBIS Wien Messe*** 


Take the underground U1 (red line) from station “Praterstern” direction “Reumanplatz” to station “Karlsplatz”. At Karlsplatz change to underground 

U2 (purple line) and go to station “Rathaus” (which means city hall in German, by the way). Proceed to exit “Rathaus” and walk up to ”Fried- 

Schmiedt-Platz” which is the square on the back side of the city hall. The street to the right hand side of the Rathaus is called “Lichtenfelsgasse” 

and there the side entrance to the city hall can be found. 

Here you have to change to underground U2 and move on to station “Rathaus”. 

6) Tulip Inn Vienna Papageno*** 

On foot Duration: approx. 25 minutes 

For walking to the city hall please turn right after leaving the hotel and walk along the “Wiedner Hauptstrasse” until you arrive at “Karlsplatz”. Walk 

through the passage of the underground station “Karlsplatz” to the state opera. When you arrive at the state opera just follow the main boulevard 

– the Ring - in the direction of the traffic. The attentive observer will note that the Ring has different names, such as Schubertring, Kärntner Ring, 

Opernring, Burgring, Dr. Karl-Renner Ring. However, the different names of the ring all belong to the same main boulevard, so do not get irritated 

by this fact and do not leave the main boulevard until you finally reach the Dr. Karl-Lueger Ring with the “Burghtheater” on the right hand side 

and the magnificent City hall on the left hand side of the Ring. 

Once you arrive at the city hall and face the building from the front side, please proceed to the side entrance on “Lichtenfelsgasse”, which is the 

street on the left hand side of the building. 


Take the tram nr. 62, or nr. 65 or the “Badner Bahn” (blue and yellow) to station “Karlsplatz”. 

At Karlsplatz change to underground U2 (purple line) and go to station “Rathaus” (which means city hall in German, by the way). Proceed to exit 


Rathaus is called “Lichtenfelsgasse” and there the side entrance to the city hall can be found. 

7 and 8) Hotel Academia** & Hotel Avis** 


Walk along the “Pfeilgasse” towards the city centre. Keep walking in the same direction along “Zeltgasse” and “Josefsgasse” until you reach the 

street called “Doblhofgasse”. Walk along “Doblhofgasse” until you reach the street corner “Doblhofgasse”/”Reichsratsstrasse” where you turn left 

and walk along “Reichsratsstrasse” until you reach the corner “Lichtenfelsgasse”/City hall. Turn left and walk approximately 50 meters along 

Lichtenfelsgasse to the side entrance of the city hall. 


When leaving the hotel, turn left and follow the “Pfeilgasse” until it is crossed by “Strozzigasse”. 

Turn left again and walk along the “Strozzigasse” to the crossroad “Josefstädterstrasse”. 

Here you can catch tram “J” direction “Karlsplatz” to station “Rathaus” (which means city hall in German, by the way). Once you arrive at the city 

hall and face the building from the front side, proceed to the side entrance on “Lichtenfelsgasse”, which is the street on the left hand side of the 

building. 

85

Conference Hotels 

86 

Hilton Vienna ***** - Am Stadtpark, 1130, Vienna, 01 717 000 

The Hilton Vienna is closed <strong>for</strong> a complete renovation and is scheduled <strong>for</strong> 

re-opening in May 2004. The Hilton Vienna, Austria's largest Congress hotel is 

situated adjacent to the popular park ''Stadtpark''. Hilton Vienna is directly 

connected to the Vienna International airport with the City Airport Train. 

Ananas **** - Rechte Wienzeile 93 – 95, 1050, Vienna, 01 54620 

Modern hotel. Typical Austrian hospitality combined with outstanding com<strong>for</strong>t. 

Restaurant, bar, convention rooms, sauna, whirlpool, solarium, massage, garage. 

Underground station opposite the hotel. Underground station Pilgramgasse U4, 3 

minutes to Stephansplatz. All rooms with shower/WC, colour cable TV, phone, some 

rooms with bath tub and minibar. 

Johann Strauss **** - Favoritenstrasse 12, 1040, Vienna, 01 505 7624 

The rooms present an ideal combination of Viennese com<strong>for</strong>t and contemporary 

functionality. All rooms offer a private bath, direct dial telephone, mini-bar, Sat-TV, 

Pay-TV, have sound proof windows and are fully air conditioned. You can access the 

internet via the TV, using an infrared-keyboard. Use the in-room telephone port to 

connect your laptop. 

Clima Cityhotel *** - Theresianumgasse 21A, 1040, Vienna, 01 5051 6960 

The nice and cosy hotel is situated in a quiet side street close to the city centre and 

to the underground station U1 - "Südtirolerplatz" and in walking distance to the 

Belvedere Castle.

Conference Hotels 

Tulip Inn Vienna Papageno *** - Wiedner Hauptstrasse 23 – 25, 1040, Vienna 01 5046 7440 

Traditional, family-run hotel. All rooms carefully re-styled. 2 minutes walk to underground 

station with direct connection to the convention centre; 10 minutes walk to 

the State Opera. All rooms with bath/WC, minibar, phone, colour cable TV. 

Hotel Avis ** - Pfeilgasse 3a, 1080, Vienna, 01 401 760 

The hotel offers 72 rooms, each with private bathroom, telephone. A large garden 

is behind the hotel. Breakfast room and coffee-shop are at the ACADEMIA across 

the street. All other facilities of the ACADEMIA may be used by AVIS guests as 

well. 

Ibis Wien Messe*** - Lassallestrasse 7a, 1020, Vienna, 01 21 770 

Centrally located close to the Wiener Prater and the Austria Center Vienna. All 

rooms air-conditioned, soundproof, with shower/WC, telephone, fax/modem entry. 

Hotel Academia ** - Pfeilgasse 4, 1080, Vienna, 01 401 74 

The hotel is situated in a quiet residential area; convenient connections by public 

transport to the centre and the most important sights. 

87

Some ideas on what to see in Vienna 

88 

Vienna with its imperial history has much more to see than you can ever expect to cover in a few days. 

Most likely you will have consulted a travel guide and made up your mind what you would not want to 

miss. In case you still need some hints … continue reading … 

1. Cathedral St Stephan - located within the pedestrian area (U1, U3), with easy reach from the conference 

venue and the hotels, it is a must to see. You can climb the tower (also accessible by elevator, 

8:30 - 18:00). 

2. The Imperial Palace (Hofburg) where you can sample the great times of the Austrian emperors. 

3. The Museum Quarters 

4. The Hundertwasser House 

5. Schönbrunn Palace (UNESCO Word Heritage Site) and Zoo 

6. Opera, Sezession and Albertina 

7. … much much more … 

A very special event which is also compatible with busy conference delegates is the annual music film 

festival, where tourists and locals can treat themselves to opera and music film highlights and sample 

cuisines from all over the world - on Town Hall Square (Rathausplatz, U2, trams 1, 2 and D). Just to 

make you curious, here is the programme. And, believe it or not - it is free! Try it after the reception at 

the town hall! 

Aug 21: The All-Time Best Musical Scores 

Aug 22: All Gershwin Night Concert 

Aug 23: Berlin Opera Night (Kent Nagano) 

Aug 24: Natalie Cole: Ask A Woman Who Knows 

Aug 25: Mozart Opera: Die Entführung aus dem Serail 

Aug 26: Lehar Operette: Giuditta 

Aug 27: Ballet: Coppelia 

Aug 28: Dresden Opera Nights - Best of Lehar, Puccini, Mozart, Bizet, Strauss 

A good idea might also be to rent a "Fiaker" - a stately cart drawn by two horses <strong>for</strong> a tour around the 

historic inner city district. Truly an experience not to be missed. 

You will find much more in<strong>for</strong>mation on concerts, ballet, drama and whatever else might interest you on 

the internet at www.wien.info and also through your hotel reception. 

If you just want to get an impression of the city, why not board a bus or a tram and go around. From the 

conference venue (and as well from Ananas Hotel) bus 13A takes you through some lovely parts of the 

city. Get off at the famous "Mariahilfer Strasse" <strong>for</strong> some of the best shopping. Take tram 1 or tram 2 

which circle the famous Ring roads and pass by the Danube river. Buses 1A, 2A and 3A also run circles 

in inner city districts. There is also an hop-on-hop-off sightseeing bus which you can use to get around 

and receive explanations about the sites being passed through. Take your time to visit one of the numerous 

parks and gardens, the famous prater, the Donauinsel island 

You can also consult the registration desk, book tours and get advice on how to get around. 

If you arrive early enough (up to August 22), visit a per<strong>for</strong>mance of the famous Lippizaner horses 

which will once again dazzle the audience with an extraordinary open-air programme of dressage per<strong>for</strong>mances 

in front of Schönbrunn Palace.

Acknowledgements 

Conference Committees and Support Teams 

The following persons have to be acknowledged <strong>for</strong> their great ef<strong>for</strong>ts to make IVETA Vienna 2004 

become reality. They worked tirelessly to provide you with a unique experience. 

Organisation Committee 

Mag. Ingrid Trenner, KIST Consulting GesmbH, Managing Director, Austria (Chair) 

Mrs. Heidemarie Laister, Austrian Federal Economic Chamber (WKO), Austria, (Co-Chair) 

Mrs. Helga Hunka, Head Mistress / Montessori Teacher, Austria 

Dr. Christopher Parkin, IVETA Vice President Western Europe, United Kingdom 

Mr. Klaus Sodemann, German Development Cooperation (GTZ), Germany 

Programme Committee 

Mr. Klaus Sodemann, German Development Cooperation (GTZ), Germany (Chair) 

Dr. Jeanette Daines, IVETA Past President, USA (Co-Chair) 

Dr. Christopher Parkin, IVETA Vice President Western Europe, United Kingdom, (Co-Chair) 

Mr. Thomas McArdle, HEART/NTA, IVETA President Elect, Jamaica 

Prof. Dr. Sabahattin Balci, Çankiri College of Arts & Technology, IVETA Vice President Eastern Europe 

and Central Asia, Turkey 

DI Alois Baumgartner, Pedagogical <strong>Institute</strong> Mödling, Austria 

Mag. Dr. Walter Degendorfer, Peddagogical <strong>Institute</strong> Burgenland, Austria 

Dr. Roland Dubois, Industrial and Vocational Training Board, IVETA General Secretary, Mauritius 

Dr. Edmond Hajrizi, Director IEME, Kosova 

Prof. Dr. Ernst Karner, CEO of “IT at schools – Society <strong>for</strong> Technology Education”, Austria 

Dr. Johanna Lasonen, University Jyväskylä, IVETA Past President, Finland 

Dr. Arthur Schneeberger, <strong>Institute</strong> <strong>for</strong> Pedagogical Research, Austria 

Dr. James Williamson, Ekurhuleni East College, IVETA Vice President Sub-Saharan Africa, South Africa 

Dr. Simon Woess, Austrian Federal Economic Chamber (WKO), Austria 

Support Team 

Mrs. Emii Bergmann, Mr. Helmut Binder, Mrs. Eveline Fugger, Mr. Robert Hunka; Mrs. Michaela Julian; 

Mrs. Dagmar Kirchbaumer, Mag. Manfred Pötsch; Mrs. Elke Schmidt, Mr. Dennis Trenner, DI Heribert 

Witte, Mrs. Doris Fiedler 

Conference Secretariat 

Mrs. Anna Hobel, K.I.S.T Consulting GesmbH; www.kist-consult.com 

Registration 

Mrs. Sonja Hutter - Mondial Congress Management, www.mondial.at 

IT Support 

HTL Wien 5, www.spengergasse.at (Spengergasse Technical and Vocational <strong>Institute</strong>) 

Conference Graphic Design & Printing 

Mrs. Sigrid Bostjancic, bos.s Graphic Designers 

89

Companies and Institutions 

90 

BIT MEDIA 

Kärntner Straße 311 

A-8054 Graz 

Tel: 0043 316 286 660 

Fax: 0043 316 286 660 50 

www.bitmedia.cc 

Christiani 

Hermann-Hesse-Weg 2 

D-78464 Konstanz 

Tel: 0049 7531 580 126 

Fax: 0049 7531 580 185 

www.christiani.de 

ETS didactic media 

Kirchstr. 3 

D-87642 Halblech 

Tel: 0049 8368 91040 

Fax: 0049 8368 910410 

www.ets-online.de 

GTZ CRYSTAL 

Dag-Hammarskjöld-Weg 1-5 

D- 65760 Eschborn 

Tel: 0049 6196 790 

Fax: 0049 6196 79 1115 

www.gtz.de/crystal 

Herdt Verlag für 

Bildungsmedien 

Am Kuemmerling 21 - 25 

D-55294 Bodenheim 

Tel: 0049 1801 437 381 

Fax: 0049 6135 922 211 

www.herdt.com 

iMOVE 

Robert-Schuman-Platz 3 

D-53175 Bonn 

Tel: 0049 228 107 1745 

Fax: 0049 228 107 2895 

www.imove-germany.de 

IVETA 

14 Grasmere Close 

Dunstable LU6 3AP 

England UK 

Tel: 01 651 770 6719 

Fax: 01 810 454 6972 

www.iveta.org 

e<strong>Learning</strong> Solutions, 

software 

Books <strong>for</strong> Vocational 

Training, Software, 

e<strong>Learning</strong> 

e<strong>Learning</strong> Solutions, 

software 

Material <strong>for</strong> Vocational 

Training in Developing 

Countries, e<strong>Learning</strong> 

Books and Media <strong>for</strong> 

IT Training, e<strong>Learning</strong> 

Marketing of Training 

Made in Germany 

International Vocational 

Education and Training 

Association 

Lucas Nülle 

Siemensstraße 2 

D-50170 Kerpen 

Tel: 0049 2273 567 31 

Fax: 0049 2273 567 69 

www.lucas-nuelle.de 

National Career 

Assessment Services, Inc. 

National Career Assessment 

Services, Inc. 

210 N. 10th St. 

Adel, IA 50003 

Tel: 001 800 3148 972 

Fax: 001 515 993 5422 

www.kuder.com 

NetOp School 

Welschgasse 3/1/7 

A-1230 Wien 

Tel: 0043 1 8653 990 0 

Fax: 0043 1 8653 990 123 

www.netop.co.at 

Piu-Printex 

Percostr.19 

A-1220 Wien 

Tel: 0043 1 250 80 

Fax: 0043 1 250 8045 

www.piu-printex.at 

Solid Works 

300 Baker Avenue 

Concord, MA 01742 

Tel: 01 978 371 5011 

www.solidworks.com 

Volkshochschule 

Hollergasse 22 

A-1150 Wien 

Tel: 0043 1 8917 42 

Fax: 0043 1 8917 465 

www.vhs.at 

WIFI International 

(WKO) 

Wiedner Hauptstraße 63 

A-1045 Wien 

Tel: 0043 5 90 900 

Fax: 0043 05 90 900 1 

www.wifi.at 

www.wko.at 

The IVETA Conference 2004 is funded by 

ADA 

www.ada.gv.at 

Exhibition 

Vienna Convention Büro 

www.vienna.convention.at 

Equipment and Software 

<strong>for</strong> Training 

Career Assessment Solutions 

Software <strong>for</strong> IT Training 

and Remote Control 

Equipment <strong>for</strong> Teaching 

and Training 

Software <strong>for</strong> Mechanical 

Design, Analysis, Data 

Management and Collaboration 

e<strong>Learning</strong> and Training 

Training and International 

Know How Transfer

Sponsor Partners and Support Partners 

The following sponsor partners and support partners have contributed either funds or services. Only their 

generous support has made this conference possible. We do thank them very much <strong>for</strong> their assistance. 

The IVETA –Vienna 2004 Logo was conceived and designed by a student, Marion Plankensteiner from the 

Technical School of Glass Work and Glass Art Kramsach, Austria (HTL Glas Kramsach). The logo was 

designed in a class taught by Professor Johann Golner. The Austrian Award was then born out of this logo. 

Bit Media 

e<strong>Learning</strong> Solutions 

www.bitmedia.cc 

WIFI 

www.wifi.at 

www.wko.at 

ETS – didactic media 

www.ets-online.de 

Rosenhotels 

www.rosenhotel.com 

GTZ 

German Development 

Cooperation 

www.gtz.de 

Austrian Airlines 

www.aua.com 

W & P 

Concrete Works 

www.wup.at 

Stadt Wien 

www.wien.gv.at 

Hermagoras Printery 

www.mohorjeva.at 

Kinder in Wien 

Child Care Center 

www.kinderinwien.at 

Die Spengergasse 

Technical <strong>Institute</strong> 

www.htl-tex.ac.at 

Pan Europa Association 

www.paneuropa.org 

Fujitsu-Siemens 

www.fujitsu-siemens.at 

Festo 

www.festo.com 

Glasfachschule Kramsach 

www.glasfachschule.ac.at 

Abaton <strong>Institute</strong> 

http://www.abaton-institut.de 

Salesianer Miettex 

www.salesianer.com 

NetOp School 

Software Solutions 

www.netop.co.at 

Herdt 

IT Training Material 

www.herdt.com 

Pago Fruit Juices 

www.pago.cc 

IT in Schulen GesmbH 

www.it4education.at 

Piu-Printex 

IT Equipment 

www.piu-printex.at 

Manner 

Viennese Wafers 

www.manner.at 

Austria Trend Hotels 

Www.austria-trend.at 

Blaha School and Office 

Furniture 

www.blaha.co.at 

IFGL Montessori <strong>Institute</strong> 

www.ifgl.de 

RÖMERQUELLE Ges.m.b.H. 

MineraL Water 

www.roemerquelle.com 

KIST-Consult 

Consulting-GesmbH 

www.kist-consult.com 

Huber Tricot GmbH 

www.huberdiewaesche.com 

91

KIST-Consult (Knowledge-Ideas-Service-Transfer) 

Consulting - GesmbH 

Ingrid Trenner 

Managing Director 

Karawankenblickstr. 193 

9020 Klagenfurt/Austria/Europe 

email:office@kist-consult.com 

+43/664/3718176 

+43/463/22430 

fax: +43/463/22430 

www.kist-consult.com 

Knowledge-Ideas-Service-Transfer 

KIST experts cover the following focal areas of Human Resources Development: 

These services are being offered: 

• Technical and Vocational Education and Training 

• Vocational Training Systems 

• Train the Trainers 

• Virtual Enterprises 

• Curriculum Development 

• Coaching and Teambuilding 

• In<strong>for</strong>mation- and Communication Technologies and 

• Lifelong <strong>Learning</strong> 

• Project Appraisal 

• Project Planning 

• Project Implemention 

• Project Evaluation and 

• Planning and Organisation of workshops, 

conferences and trade shows 

Within the framework of a customers commission KIST applies appropriate and 

up-to-date methodology geared towards achieving the goals.

Institute for Holistic Learning Based on Montessori Education

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