Further Information

The proposed project aims at examining effective processes for the acquisition of qualifications (in terms of the skills, qualities and attitudes) for lifelong learning, necessary to facilitate with the focus on processes of school to work transition through vocational education and training. The project outcomes will allow the identification of good practice for European and national policy and planning in different fields and areas of action regarding the acquisition of qualifications for lifelong learning, including the central relationship between education and training and the labour market, at both macro and micro levels.

In the light of the economic upheavals and social change of the last twenty five years and ongoing profound technological and structural changes in labour markets and work processes, qualifications for lifelong learning have become a 'conditio sine qua non' and are regarded as core skills of individuals in order to enable them to have a better chance to develop and maintain their career. (European Commission 1993, 1995a)

The focus on vocational education and training is chosen because the structures, agencies and processes of school to work transition are crucial for the development of qualifications for and a positive attitude towards lifelong learning. Changing contexts and arrangements of learning between education, training and employment can be a powerful means to develop transferable key skills, the ability to transfer skills, knowledge and understanding, and a sense of significant skill ownership. On the other hand the clearly delineated 'structural breaks' between different phases and types of education, training and employment can themselves act as barriers to progression.

One of the central concerns of vocational education and training in Europe in the 1990s has been how to support those undertaking VET programmes such that not only can they perform more effectively in their existing jobs, but also so that they are better equipped to handle changes in the future (Brown, 1996). The trend has been towards looking at how to develop in trainees and workers a broad occupational competence, with an orientation towards flexibility, change, and the future, rather than simply training for existing jobs. This has led to the development of the concept of lifelong learning and placed increasing focus on the relationship between school to work transition and continuing training as underpinning the development of skilled work for flexibility, innovation and the creation of enterprises and jobs.

Because of the uncertainties of the future European labour market, even a successful transition from school to work will often not result in permanent employment as an experienced skilled worker in one occupation. Rather, occupational mobility and flexibility will become of increasing importance. Therefore a positive attitude towards lifelong learning will become more and more part of occupational identity and structures, methods and approaches used in educational systems have to be developed in order to foster the interaction between learning for and at work and within and across different sectors of education in an integrated and iterative way.

Existing Leonardo Surveys and Analyses projects like the Post-16 project and the INTEQUAL project are looking at the different routes open to young people after the age of 16 and are developing and piloting qualifications with a dual orientation towards employment and continuing education and training in the different partner countries. The project proposed here will build on and enhance that research by identifying the dynamic processes at play and through developing models of good practice for enhancing the efficiency of the acquisition of qualifications for lifelong learning in order to inform policy development at national and international levels. The major thrust of the project is to work in an action-orientated way, which offers the prospect of addressing a set of major issues concerning lifelong learning in VET in an integrated way. These issues include:

• seeking to open up progression opportunities for vocational routes which are currently blocked in terms in relation to possibilities for access to HE and continuing education and training
• the way the lack of a sufficiently well-grounded technical orientation in initial education closes off a range of technical options in the eyes of many young people
• the value of (prior) work experience to those taking vocationally oriented programmes in further and higher education, whereby the dynamic interaction of experience, reflection and learning provides a basis for continuing professional development
• the enhanced labour market prospects of those that can offer an HE qualification together with post-degree practical experience: some companies may be able to offer `internships' even where they cannot offer permanent employment opportunities
• the difficulties experienced by companies, in particular sectors and regions, in filling posts requiring well-developed intermediate technical skills
• the need for broad support for models of lifelong learning "careers", built on interaction between learning for and at work and within and across different sectors of education (for example, through the formation of collaborative arrangements involving schools; colleges; HE, enterprises; social partners; sectoral organisations, local or regional organisations and so on)

The overall aim of the project is to analyse effective processes for the acquisition of qualifications (in terms of the skills, qualities and attitudes) for lifelong learning, with the focus on processes of school to work transition through vocational education and training in order to examine examples of good practice and to develop a conceptual framework to support policy development at national and international levels. Thus the project directly addresses Priority theme C of the current call („lifelong education")

Specifically the following objectives are targeted:

1. to analyse research data and studies at European, national and regional level in order to identify and specify structures and agencies efficiently fostering the acquisition of qualifications for lifelong learning;
2. to draw together particular examples of 'good practice' by a literature search for relevant case-studies, coupled with an international symposium on industry-education links, which can draw on the experience of researchers collaborating on a number of other European projects;
3. to compare and contrast these examples of good practice in terms
   - of structural aspects of (vocational) educational systems fostering lifelong learning
   - innovative curricular concepts and teaching and learning methods aimed at providing qualifications for lifelong learning, including through the use of information technology
   - HRD/VET/CVT policies of trade unions and corporate bodies aimed at promoting lifelong learning with special respect to building bridges between small and medium sized enterprises and the (regional) VET system
   - interplay between HRD policy in large scale industry and vocational educational systems regarding promotion of acquisition of qualifications for lifelong learning
   and to highlight common and unique features;
4. to develop a framework for the acquisition of qualifications for lifelong learning on above mentioned levels;
5. to draw up recommendations for policy and decision makers at European, national and regional levels as to how to improve the efficiency of acquisition of qualifications for lifelong learning in the (vocational) educational systems;
6. to develop and implement a dissemination strategy so as to increase awareness among VET practitioners of innovative developments fostering lifelong learning.

As intermediate outcomes in the first stage of the project a series of national reports will be produced including the identification of examples of good practice in the partner countries drawing on a range of different national, political, sectoral and operational contexts. A framework of indicators in order to assess the effectiveness of processes of acquisition of qualifications for lifelong learning will be developed jointly by the project team.

In the second stage of the project an overarching synthesised report will be produced exploring `models of good practice' emphasising common grounds and differences in structures, approaches and cultures at a European, national, and regional level and through different occupational sectors.

These models will be disseminated through a series of regional, national and international meetings and inform the advice offered to policy makers and planners.

A framework for the acquisition of qualifications for lifelong learning will be produced outlining recommendations for policy and decision makers as well as practitioners in the field of vocational education and training.

The final report for the project will draw together the project findings and the outcomes of research and analysis, development, dissemination and proposals for implementation.