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Quality in Higher Education, Oct 20, 2015
Šis straipsnis remiasi "Europos neformalaus ir savaiminio mokymosi aprašu", kurį nuo 2002 m. kart... more Šis straipsnis remiasi "Europos neformalaus ir savaiminio mokymosi aprašu", kurį nuo 2002 m. kartu ruošia Europos Komisija ir Cedefop (Internetinis adresas: http://www. ecotec.com/europeaninventory/2007.html). Šiame apraše pateikiama detali informacija apie pokyčius, vykstančius kiekvienos iš 32 šalių, dalyvaujančių, Švietimo ir mokymo 2010 procese, valstybinio ir privataus sektoriaus švietimo institucijose.
CEDEFOP eBooks, 2002
The current role of assessment is undergoing substantial change with a number of European countri... more The current role of assessment is undergoing substantial change with a number of European countries paying increasing attention to the development of assessment methodologies in an attempt to measure the informal/nonformal learning that is taking place at work, in leisure time activities and at home. This chapter highlights some of the challenges and dilemmas facing the new wave of assessment methodologies which are currently being developed by asking three questions: (1) which methodologies have been introduced in order to expand assessment and measurement techniques into areas of nonformal learning?; (2) what are the main motivations behind these efforts to introduce assessments into new areas and what expectations are they supposed to meet?; and (3) are current methodological approaches to the assessment of nonformal learning able to respond to the expectations with which they are confronted?
Hungarian Educational Research Journal
Building on the findings of Cedefop’s research project ‘The changing nature and role of VET in Eu... more Building on the findings of Cedefop’s research project ‘The changing nature and role of VET in Europe’ (2015–18), this article outlines the development and transformation of European VET over the last two decades. Exploring change from epistemological-pedagogical, institutional and socio-economic perspectives, the research not only illustrates the stability and path dependence of national VET systems (and how this sustains overall VET-diversity in Europe), it also demonstrates how the combination of incremental change and major societal and economic shocks shift the orientation of VET. This mapping and analysis of the past is used to outline possible scenarios for the future of vocational education and training in Europe. Three main scenarios - pluralistic, distinctive and special-purpose VET - illustrate the different directions VET can take in the next two decades and the challenges and opportunities involved in this. The final part of the article discusses the potential use of th...
Office for Official Publications of the European Communities eBooks, 2001
This report gives an overview of the situation of transparency of vocational qualifications by pr... more This report gives an overview of the situation of transparency of vocational qualifications by presenting measures introduced at the European Community level and by drawing attention to projects within the Leonardo da Vinci Program dealing with the issue. A 16-page executive summary appears first. Chapter 1 provides general background and aims. Chapter 2 outlines a current overview on legal and political measures at European Community level. Chapter 3 gives a general introduction to the Leonardo da Vinci program. Chapters 4-6 provide profiles of the transparency-relevant projects of 1995, 1996, and 1997. Focus is on their aims and objectives. Each chapter categorizes the projects into these two groups: those with a general focus on transparency and those with a sector focus on transparency. Chapter 7 is a summary of Chapters 4-6. Chapter 8, on projects' results and impacts, identifies these elements as typical main features of project development: changing of ambitions; strengthening of management; prolongation of projects; and discontinuation of work. These frame factors are cited as influencing the work process: specificity of the research questions; balancing of different interests; regulation complex; and random and accidental factors. Chapter 9 discusses the European forum on transparency of vocational qualifications as a tool for dissemination and implementation of results. Chapter 10 makes conclusions. (Contains an 18-item bibliography.) (YLB) Reproductions supplied by EDRS are the best that can be made from the original document. Table of Contents EXECUTIVE SUMMARY 3 1. GENERAL BACKGROUND AND AIMS 19 2. CENTRALISED EFFORTS-COMMUNITY LEVEL MEASURES 21 2.1. INTRODUCTION 2.2. RECOGNITION OF DIPLOMAS 2.3. COMPARABILITY AND TRANSPARENCY OF QUALIFICATIONS 22 2.3.1. Comparability of qualifications 22 2.3.2. Transparency of qualifications 2.4. CONCLUSION 3. THE LEONARDO DA VINCI PROGRAMME 3.1. INTRODUCTION 3.2. OBJECTIVES OF THE LEONARDO DA VINCI PROGRAMME 3.3. STRUCTURE OF THE PROGRAMME 4. PROFILE OF THE TRANSPARENCY-RELEVANT PROJECTS OF 1995 31
Office for Official Publications of the European Communities, 2008
This article addresses the gradual introduction of arrangements for validation of nonformal and i... more This article addresses the gradual introduction of arrangements for validation of nonformal and informal learning in Europe. While the debate on how to identify, assess and recognise learning achievements acquired outside formal education and training institutions has been going on for several decades, we can now observe that these approaches are becoming a practical reality in an increasing number of countries. The article pays particular attention to the characteristics of validation processes and how these can be compared to assessment and testing in the formal education and training system. The main part of the article addresses the actual developments in Europe. Three main groups of countries are identified; those were validation has been turned into a regular part of national qualifications systems; those countries where these practises are emerging, although still at a test and piloting stage; and those countries where validation is given low priority. The final part of the article addresses a series of challenges stakeholders trying to take forward validation. The article is based on extensive research coordinated by Cedefop and the European Commission in the period 2006-2007 in relation to the ‘European Inventory on validation of nonformal and informal learning’. Carried out by ECOTEC, this inventory1 provides an updated overview over developments in this field.Šiame straipsnyje aprašomas laipsniškas savaiminio ir neformaliojo mokymosi pripažinimo Europoje procesas. Nors diskusija apie tai, kaip nustatyti, vertinti ir pripažinti ne formaliosiose švietimo institucijose įgytus mokymosi pasiekimus tęsiasi, šiuo metu daugelyje šalių įvairūs bandymai jau virsta tikrove. Ypatingas dėmesys straipsnyje skiriamas mokymosi pripažinimo procesams ir jų palyginimui su formaliojoje švietimo sistemoje taikomais vertinimo bei testavimo būdais. Pagrindinėje straipsnio dalyje aprašoma dabartinė Europos patirtis. Įvardijamos trys svarbiausios šalių grupės: šalys, kuriose mokymosi pripažinimas yra neatsiejama nacionalinės kvalifikacijų sistemos dalis; šalys, kuriose šie pokyčiai yra bandymų ir testavimo lygmenyje; ir šalys, kur mokymosi pripažinimas nėra prioritetinė veiklos sritis. Paskutinėje dalyje kalbama apie tuos iššūkius, su kuriais susiduria šį procesą paspartinti norintys socialiniai dalininkai. Straipsnis remiasi „Europos savaiminio ir neformaliojo mokymosi aprašu“. Šis aprašas buvo pradėtas ruošti 2006–2007 m. vykusio išsamaus tyrimo, kurį koordinavo CEDEFOP ir Europos Komisija, eigoje. Apraše, kurį užbaigė ECOTEC, pateikiamas dabartinis šioje srityje vykstančių pokyčių vaizdas
thinking, with significant underpinning theory. Demonstrate comprehensive range of specialised sk... more thinking, with significant underpinning theory. Demonstrate comprehensive range of specialised skills and tools. Formulate responses to welldefined abstract problems. Act in a range of varied and specificproblems. Act in a range of varied and specific contexts involving creative and non-routine activities; transfer and apply theoretical concepts and/or technical or creative skills to a range of contexts. Exercise substantial personal autonomy and often take responsibility for the work of others and/or for allocation of resources; form, and function within multiple complex and heterogeneous groups. Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs. Express an internalised, personal world view, reflecting engagement with others. Analysis and overview of NQF level descriptors in European countries 99 Knowledge breadth Knowledge kind Know-how & skill range Know-how & skill selectivity Competence contex...
minio ir neformaliojo mokymosi pripažinimo Europoje procesas. Nors diskusija apie tai, kaip nusta... more minio ir neformaliojo mokymosi pripažinimo Europoje procesas. Nors diskusija apie tai, kaip nustatyti, vertinti ir pripažinti ne formalio-siose švietimo institucijose įgytus mokymosi pasiekimus tęsiasi, šiuo metu daugelyje šalių įvairūs bandymai jau virsta tikrove. Ypatin-gas dėmesys straipsnyje skiriamas mokymo-si pripažinimo procesams ir jų palyginimui su formaliojoje švietimo sistemoje taikomais vertinimo bei testavimo būdais. Pagrindinėje straipsnio dalyje aprašoma dabartinė Europos patirtis. Įvardijamos trys svarbiausios šalių grupės: šalys, kuriose mokymosi pripažinimas yra neatsiejama nacionalinės kvalifikacijų sis-temos dalis; šalys, kuriose šie pokyčiai yra ban-dymų ir testavimo lygmenyje; ir šalys, kur mo-kymosi pripažinimas nėra prioritetinė veiklos sritis. Paskutinėje dalyje kalbama apie tuos iš-šūkius, su kuriais susiduria šį procesą paspar-tinti norintys socialiniai dalininkai. Straipsnis remiasi „Europos savaiminio ir neformaliojo mokymosi aprašu“. Šis aprašas buvo pr...
Šiame straipsnyje aprašomas laipsniškas savaiminio ir neformaliojo mokymosi pripažinimo Europoje ... more Šiame straipsnyje aprašomas laipsniškas savaiminio ir neformaliojo mokymosi pripažinimo Europoje procesas. Nors diskusija apie tai, kaip nustatyti, vertinti ir pripažinti ne formaliosiose švietimo institucijose įgytus mokymosi pasiekimus tęsiasi, šiuo metu daugelyje šalių įvairūs bandymai jau virsta tikrove. Ypatingas dėmesys straipsnyje skiriamas mokymosi pripažinimo procesams ir jų palyginimui su formaliojoje švietimo sistemoje taikomais vertinimo bei testavimo būdais. Pagrindinėje straipsnio dalyje aprašoma dabartinė Europos patirtis. Įvardijamos trys svarbiausios šalių grupės: šalys, kuriose mokymosi pripažinimas yra neatsiejama nacionalinės kvalifikacijų sistemos dalis; šalys, kuriose šie pokyčiai yra bandymų ir testavimo lygmenyje; ir šalys, kur mokymosi pripažinimas nėra prioritetinė veiklos sritis. Paskutinėje dalyje kalbama apie tuos iššūkius, su kuriais susiduria šį procesą paspartinti norintys socialiniai dalininkai. Straipsnis remiasi „Europos savaiminio ir neformaliojo ...
This article addresses the gradual introduc- tion of arrangements for validation of non- formal a... more This article addresses the gradual introduc- tion of arrangements for validation of non- formal and informal learning in Europe. While the debate on how to identify, assess and recognise learning achievements ac- quired outside formal education and train- ing institutions has been going on for several decades, we can now observe that these ap- proaches are becoming a practical reality in an increasing number of countries. The arti- cle pays particular attention to the character - istics of validation processes and how these can be compared to assessment and testing in the formal education and training system. The main part of the article addresses the actual developments in Europe. Three main groups of countries are identified; those were validation has been turned into a regular part of national qualifications systems; those countries where these practises are emerg- ing, although still at a test and piloting stage; and those countries where validation is given low priority. The fi...
NQFS-A GLOBAL PHENOMENON NQFs are truly global now in their coverage. Our survey shows that the f... more NQFS-A GLOBAL PHENOMENON NQFs are truly global now in their coverage. Our survey shows that the following 142 countries and territories are involved in the development and implementation of qualifications frameworks to date:
The European Centre for the Development of Vocational Training (Cedefop) is the European Union's ... more The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75.
This report gives an overview of the situation of transparency of vocational qualifications by pr... more This report gives an overview of the situation of transparency of vocational qualifications by presenting measures introduced at the European Community level and by drawing attention to projects within the Leonardo da Vinci Program dealing with the issue. A 16-page executive summary appears first. Chapter 1 provides general background and aims. Chapter 2 outlines a current overview on legal and political measures at European Community level. Chapter 3 gives a general introduction to the Leonardo da Vinci program. Chapters 4-6 provide profiles of the transparency-relevant projects of 1995, 1996, and 1997. Focus is on their aims and objectives. Each chapter categorizes the projects into these two groups: those with a general focus on transparency and those with a sector focus on transparency. Chapter 7 is a summary of Chapters 4-6. Chapter 8, on projects' results and impacts, identifies these elements as typical main features of project development: changing of ambitions; strength...
Ces dernieres annees, la plupart des Etats membres de l'Union Europeenne ont mis l'accent... more Ces dernieres annees, la plupart des Etats membres de l'Union Europeenne ont mis l'accent sur le role crucial de l'apprentissage effectue hors et en complement de l'enseignement de la formation formels. Cet accent particulier s'est traduit par un nombre croissant d'initiatives, tant au niveau des politiques que des pratiques, qui ont permis de passer progressivement de la simple experimentation a un debut de mise en oeuvre.
Quality in Higher Education, Oct 20, 2015
Šis straipsnis remiasi "Europos neformalaus ir savaiminio mokymosi aprašu", kurį nuo 2002 m. kart... more Šis straipsnis remiasi "Europos neformalaus ir savaiminio mokymosi aprašu", kurį nuo 2002 m. kartu ruošia Europos Komisija ir Cedefop (Internetinis adresas: http://www. ecotec.com/europeaninventory/2007.html). Šiame apraše pateikiama detali informacija apie pokyčius, vykstančius kiekvienos iš 32 šalių, dalyvaujančių, Švietimo ir mokymo 2010 procese, valstybinio ir privataus sektoriaus švietimo institucijose.
CEDEFOP eBooks, 2002
The current role of assessment is undergoing substantial change with a number of European countri... more The current role of assessment is undergoing substantial change with a number of European countries paying increasing attention to the development of assessment methodologies in an attempt to measure the informal/nonformal learning that is taking place at work, in leisure time activities and at home. This chapter highlights some of the challenges and dilemmas facing the new wave of assessment methodologies which are currently being developed by asking three questions: (1) which methodologies have been introduced in order to expand assessment and measurement techniques into areas of nonformal learning?; (2) what are the main motivations behind these efforts to introduce assessments into new areas and what expectations are they supposed to meet?; and (3) are current methodological approaches to the assessment of nonformal learning able to respond to the expectations with which they are confronted?
Hungarian Educational Research Journal
Building on the findings of Cedefop’s research project ‘The changing nature and role of VET in Eu... more Building on the findings of Cedefop’s research project ‘The changing nature and role of VET in Europe’ (2015–18), this article outlines the development and transformation of European VET over the last two decades. Exploring change from epistemological-pedagogical, institutional and socio-economic perspectives, the research not only illustrates the stability and path dependence of national VET systems (and how this sustains overall VET-diversity in Europe), it also demonstrates how the combination of incremental change and major societal and economic shocks shift the orientation of VET. This mapping and analysis of the past is used to outline possible scenarios for the future of vocational education and training in Europe. Three main scenarios - pluralistic, distinctive and special-purpose VET - illustrate the different directions VET can take in the next two decades and the challenges and opportunities involved in this. The final part of the article discusses the potential use of th...
Office for Official Publications of the European Communities eBooks, 2001
This report gives an overview of the situation of transparency of vocational qualifications by pr... more This report gives an overview of the situation of transparency of vocational qualifications by presenting measures introduced at the European Community level and by drawing attention to projects within the Leonardo da Vinci Program dealing with the issue. A 16-page executive summary appears first. Chapter 1 provides general background and aims. Chapter 2 outlines a current overview on legal and political measures at European Community level. Chapter 3 gives a general introduction to the Leonardo da Vinci program. Chapters 4-6 provide profiles of the transparency-relevant projects of 1995, 1996, and 1997. Focus is on their aims and objectives. Each chapter categorizes the projects into these two groups: those with a general focus on transparency and those with a sector focus on transparency. Chapter 7 is a summary of Chapters 4-6. Chapter 8, on projects' results and impacts, identifies these elements as typical main features of project development: changing of ambitions; strengthening of management; prolongation of projects; and discontinuation of work. These frame factors are cited as influencing the work process: specificity of the research questions; balancing of different interests; regulation complex; and random and accidental factors. Chapter 9 discusses the European forum on transparency of vocational qualifications as a tool for dissemination and implementation of results. Chapter 10 makes conclusions. (Contains an 18-item bibliography.) (YLB) Reproductions supplied by EDRS are the best that can be made from the original document. Table of Contents EXECUTIVE SUMMARY 3 1. GENERAL BACKGROUND AND AIMS 19 2. CENTRALISED EFFORTS-COMMUNITY LEVEL MEASURES 21 2.1. INTRODUCTION 2.2. RECOGNITION OF DIPLOMAS 2.3. COMPARABILITY AND TRANSPARENCY OF QUALIFICATIONS 22 2.3.1. Comparability of qualifications 22 2.3.2. Transparency of qualifications 2.4. CONCLUSION 3. THE LEONARDO DA VINCI PROGRAMME 3.1. INTRODUCTION 3.2. OBJECTIVES OF THE LEONARDO DA VINCI PROGRAMME 3.3. STRUCTURE OF THE PROGRAMME 4. PROFILE OF THE TRANSPARENCY-RELEVANT PROJECTS OF 1995 31
Office for Official Publications of the European Communities, 2008
This article addresses the gradual introduction of arrangements for validation of nonformal and i... more This article addresses the gradual introduction of arrangements for validation of nonformal and informal learning in Europe. While the debate on how to identify, assess and recognise learning achievements acquired outside formal education and training institutions has been going on for several decades, we can now observe that these approaches are becoming a practical reality in an increasing number of countries. The article pays particular attention to the characteristics of validation processes and how these can be compared to assessment and testing in the formal education and training system. The main part of the article addresses the actual developments in Europe. Three main groups of countries are identified; those were validation has been turned into a regular part of national qualifications systems; those countries where these practises are emerging, although still at a test and piloting stage; and those countries where validation is given low priority. The final part of the article addresses a series of challenges stakeholders trying to take forward validation. The article is based on extensive research coordinated by Cedefop and the European Commission in the period 2006-2007 in relation to the ‘European Inventory on validation of nonformal and informal learning’. Carried out by ECOTEC, this inventory1 provides an updated overview over developments in this field.Šiame straipsnyje aprašomas laipsniškas savaiminio ir neformaliojo mokymosi pripažinimo Europoje procesas. Nors diskusija apie tai, kaip nustatyti, vertinti ir pripažinti ne formaliosiose švietimo institucijose įgytus mokymosi pasiekimus tęsiasi, šiuo metu daugelyje šalių įvairūs bandymai jau virsta tikrove. Ypatingas dėmesys straipsnyje skiriamas mokymosi pripažinimo procesams ir jų palyginimui su formaliojoje švietimo sistemoje taikomais vertinimo bei testavimo būdais. Pagrindinėje straipsnio dalyje aprašoma dabartinė Europos patirtis. Įvardijamos trys svarbiausios šalių grupės: šalys, kuriose mokymosi pripažinimas yra neatsiejama nacionalinės kvalifikacijų sistemos dalis; šalys, kuriose šie pokyčiai yra bandymų ir testavimo lygmenyje; ir šalys, kur mokymosi pripažinimas nėra prioritetinė veiklos sritis. Paskutinėje dalyje kalbama apie tuos iššūkius, su kuriais susiduria šį procesą paspartinti norintys socialiniai dalininkai. Straipsnis remiasi „Europos savaiminio ir neformaliojo mokymosi aprašu“. Šis aprašas buvo pradėtas ruošti 2006–2007 m. vykusio išsamaus tyrimo, kurį koordinavo CEDEFOP ir Europos Komisija, eigoje. Apraše, kurį užbaigė ECOTEC, pateikiamas dabartinis šioje srityje vykstančių pokyčių vaizdas
thinking, with significant underpinning theory. Demonstrate comprehensive range of specialised sk... more thinking, with significant underpinning theory. Demonstrate comprehensive range of specialised skills and tools. Formulate responses to welldefined abstract problems. Act in a range of varied and specificproblems. Act in a range of varied and specific contexts involving creative and non-routine activities; transfer and apply theoretical concepts and/or technical or creative skills to a range of contexts. Exercise substantial personal autonomy and often take responsibility for the work of others and/or for allocation of resources; form, and function within multiple complex and heterogeneous groups. Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs. Express an internalised, personal world view, reflecting engagement with others. Analysis and overview of NQF level descriptors in European countries 99 Knowledge breadth Knowledge kind Know-how & skill range Know-how & skill selectivity Competence contex...
minio ir neformaliojo mokymosi pripažinimo Europoje procesas. Nors diskusija apie tai, kaip nusta... more minio ir neformaliojo mokymosi pripažinimo Europoje procesas. Nors diskusija apie tai, kaip nustatyti, vertinti ir pripažinti ne formalio-siose švietimo institucijose įgytus mokymosi pasiekimus tęsiasi, šiuo metu daugelyje šalių įvairūs bandymai jau virsta tikrove. Ypatin-gas dėmesys straipsnyje skiriamas mokymo-si pripažinimo procesams ir jų palyginimui su formaliojoje švietimo sistemoje taikomais vertinimo bei testavimo būdais. Pagrindinėje straipsnio dalyje aprašoma dabartinė Europos patirtis. Įvardijamos trys svarbiausios šalių grupės: šalys, kuriose mokymosi pripažinimas yra neatsiejama nacionalinės kvalifikacijų sis-temos dalis; šalys, kuriose šie pokyčiai yra ban-dymų ir testavimo lygmenyje; ir šalys, kur mo-kymosi pripažinimas nėra prioritetinė veiklos sritis. Paskutinėje dalyje kalbama apie tuos iš-šūkius, su kuriais susiduria šį procesą paspar-tinti norintys socialiniai dalininkai. Straipsnis remiasi „Europos savaiminio ir neformaliojo mokymosi aprašu“. Šis aprašas buvo pr...
Šiame straipsnyje aprašomas laipsniškas savaiminio ir neformaliojo mokymosi pripažinimo Europoje ... more Šiame straipsnyje aprašomas laipsniškas savaiminio ir neformaliojo mokymosi pripažinimo Europoje procesas. Nors diskusija apie tai, kaip nustatyti, vertinti ir pripažinti ne formaliosiose švietimo institucijose įgytus mokymosi pasiekimus tęsiasi, šiuo metu daugelyje šalių įvairūs bandymai jau virsta tikrove. Ypatingas dėmesys straipsnyje skiriamas mokymosi pripažinimo procesams ir jų palyginimui su formaliojoje švietimo sistemoje taikomais vertinimo bei testavimo būdais. Pagrindinėje straipsnio dalyje aprašoma dabartinė Europos patirtis. Įvardijamos trys svarbiausios šalių grupės: šalys, kuriose mokymosi pripažinimas yra neatsiejama nacionalinės kvalifikacijų sistemos dalis; šalys, kuriose šie pokyčiai yra bandymų ir testavimo lygmenyje; ir šalys, kur mokymosi pripažinimas nėra prioritetinė veiklos sritis. Paskutinėje dalyje kalbama apie tuos iššūkius, su kuriais susiduria šį procesą paspartinti norintys socialiniai dalininkai. Straipsnis remiasi „Europos savaiminio ir neformaliojo ...
This article addresses the gradual introduc- tion of arrangements for validation of non- formal a... more This article addresses the gradual introduc- tion of arrangements for validation of non- formal and informal learning in Europe. While the debate on how to identify, assess and recognise learning achievements ac- quired outside formal education and train- ing institutions has been going on for several decades, we can now observe that these ap- proaches are becoming a practical reality in an increasing number of countries. The arti- cle pays particular attention to the character - istics of validation processes and how these can be compared to assessment and testing in the formal education and training system. The main part of the article addresses the actual developments in Europe. Three main groups of countries are identified; those were validation has been turned into a regular part of national qualifications systems; those countries where these practises are emerg- ing, although still at a test and piloting stage; and those countries where validation is given low priority. The fi...
NQFS-A GLOBAL PHENOMENON NQFs are truly global now in their coverage. Our survey shows that the f... more NQFS-A GLOBAL PHENOMENON NQFs are truly global now in their coverage. Our survey shows that the following 142 countries and territories are involved in the development and implementation of qualifications frameworks to date:
The European Centre for the Development of Vocational Training (Cedefop) is the European Union's ... more The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75.
This report gives an overview of the situation of transparency of vocational qualifications by pr... more This report gives an overview of the situation of transparency of vocational qualifications by presenting measures introduced at the European Community level and by drawing attention to projects within the Leonardo da Vinci Program dealing with the issue. A 16-page executive summary appears first. Chapter 1 provides general background and aims. Chapter 2 outlines a current overview on legal and political measures at European Community level. Chapter 3 gives a general introduction to the Leonardo da Vinci program. Chapters 4-6 provide profiles of the transparency-relevant projects of 1995, 1996, and 1997. Focus is on their aims and objectives. Each chapter categorizes the projects into these two groups: those with a general focus on transparency and those with a sector focus on transparency. Chapter 7 is a summary of Chapters 4-6. Chapter 8, on projects' results and impacts, identifies these elements as typical main features of project development: changing of ambitions; strength...
Ces dernieres annees, la plupart des Etats membres de l'Union Europeenne ont mis l'accent... more Ces dernieres annees, la plupart des Etats membres de l'Union Europeenne ont mis l'accent sur le role crucial de l'apprentissage effectue hors et en complement de l'enseignement de la formation formels. Cet accent particulier s'est traduit par un nombre croissant d'initiatives, tant au niveau des politiques que des pratiques, qui ont permis de passer progressivement de la simple experimentation a un debut de mise en oeuvre.