isbn978-92-896-0653-0 annual report 2009aei.pitt.edu/42121/1/2009_cedefop.pdfviii abb compact report...

ENEN

Annual report2009

4094 EN – TI-AB-10-001-EN-C

ISBN 978-92-896-0653-0

9 789289 606530

Europe 123, 570 01 Thessaloniki (Pylea), GREECE

PO Box 22427, 551 02 Thessaloniki, GREECE

Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]

European Centre for the Development of Vocational Training

Annual report 2009

Ann

ual r

epor

t 200

9

ISSN 1010-125X

Luxembourg: Publications Office of the European Union, 2010

Annual report2009

A great deal of additional information on the European Union is available on the Internet.It can be accessed through the Europa server (http://europa.eu).

Cataloguing data can be found at the end of this publication.

Luxembourg: Publications Office of the European Union, 2010

ISBN 978-92-896-0653-0ISSN 1010-125Xdoi:10.2801/29315

©European Centre for the Development of Vocational Training, 2010All rights reserved.

Designed by [email protected] in the European Union

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.



Tel. +30 2310490111, Fax +30 2310490020E-mail: [email protected]

www.cedefop.europa.eu

Aviana Bulgarelli, Director Christian Lettmayr, Deputy Director

Peter Kreiml, Chair of the Governing Board

Foreword 3

Informing European vocational education and training policies 6

Interpreting European trends in and challenges for skills, competences and learning 16

Assessing vocational education and trainingʻs benefits 23

Raising the profile of vocational education and training 25

Management, resources and internal controls 31

Cedefopʼs impact in 2009 39

Implementation of the work programme 2009,by activity and project 43

Annexes

I Performance indicators Cedefop 2009 114

II Cedefop cooperation with the Czech and Swedish Presidencies 118

III Major publications 2009 120

IV Cedefop Governing Board 126

V Human resources 131

VI Cedefop organisation chart 135

VII Budget execution 2009 136

VIII ABB compact report 138

IX Cedefop-ETF cooperation, joint report and framework of cooperation 139

X Photo credits Cedefop | Photomuseum Award 150

Please note that further annexes regarding Cedefop staff by area, ReferNet,study visits, Europass, major conferences in 2009, Cedefop-Eurofound cooper-ation, and Cedefop in key EU-level policy documents (2009) can be found in theelectronic version on: www.cedefop.europa.eu/EN/

Table of contents

| Annual report 20092

In 2009, the consequences of a world-wide financial crisis dominated economicdevelopment and had a considerableimpact on policy decisions includingvocational education and training (VET).Against this background and facing risingunemployment Member States used VETas a tool in various ways, for example tohelp firms to combine short-term workwith training, using the crisis as an oppor-tunity to provide workers with new skills.At the same time, budgetary constraintsalso affect provision of vocational educa-tion and training in governments and inenterprises.

Work continued on implementing Euro-pean tools for VET and lifelong learningin Member States to advance the strategyof enhanced cooperation in VET. Majorprogress was made in implementing anddesigning national qualification frame-works increasingly seen as instrumentsfor national reform and as platforms fordialogue involving a broad range ofstakeholders.

At the end of 2009, the EuropeanCommission launched consultation onfuture EU 2020 strategy with the followingcornerstones:• continued support of knowledge-based

growth,• empowering people in inclusive soci-

eties; and• developing a competitive, connected

and greener economy.Indeed, upskilling, reskilling and broad-

ening the skills base are at the core ofmany of todayʼs major challenges. Theneed not only for skills and competences,but also to recognise new or changingrequirements and to design appropriatepolicies for education and training inresponse are important elements of futureemployment strategies. Discussions onskill needs, skill mismatch and more gen-erally on the correspondence betweenlabour market needs and skill and compe-tence profiles remained high on the EUpolicy agenda throughout 2009; discus-sions supported by Cedefopʼs medium-term skill supply and demand forecast.

Foreword | 3

Foreword


In recent years, many policies to makeeducation and training more flexible,innovative and better aligned with individ-ual and labour market needs have beendevised. European tools based on learn-ing outcomes, improve the transparencyof qualifications and promote mobility oflearners and workers. They are becomingmainstream features of education andtraining systems. But many changes arenot yet firmly established. Upskilling andbroadening knowledge, skills, and com-petences for tomorrowʼs jobs and firmlyestablishing lifelong learning for every-body remain major objectives. So too,does responding to the needs of an age-ing workforce, longer working lives andchanging labour market requirements.High youth unemployment is probably themost pressing problem, while weaklabour markets and the possibility that therecovery will generate fewer new jobsthan needed are additional and urgentpolicy challenges.

Cedefopʼs medium-term priorities2009-11, agreed by its Governing Board

in June 2008 correspond to policy-mak-ersʼ needs and ensure Cedefopʼscontinued relevance. Cedefopʼs annualwork programme 2009 focused on thestrategic objective to ʻcontribute to excel-lence in VET and strengthen Europeancooperation in developing, implementingand evaluating European VET policyʼ. Ithas been broken down into four medium-term priorities (MTPs):• informing European VET policies;• interpreting European trends in and

challenges for skills, competences, andlearning;

• assessing VET benefits; and• raising the profile of VET.

The layout of Cedefopʼs annual report2009 mirrors the work programme 2009to provide an easy overview of imple-mented activities, their outputs andoutcomes, compared to set objectives.(Table 1 shows the correspondencebetween Cedefopʼs medium-term priori-ties, activity-based budget activities andprojects.) In tabular form, descriptions ofactivities and projects are paired with

Foreword | 5

detailed information on progressachieved compared to 2009 objectives.

Improved communication contributedto a wider dissemination of information onVET and helped raise awareness of VETdevelopments. Performance indicatorsshow that Cedefopʼs work in 2009 wassubstantial and relevant, focused on theobjectives and responsive to the needs ofits various stakeholders.

The report also provides informationon organisational development and man-agement, including Cedefopʼs perform-ance measurement system. It comprisesa system of performance indicators foroutputs, outcomes and impacts as de-fined in the objectives. It closely relates toa comprehensive system of planningwhich ensures consistency between indi-

vidual, project, activity and strategic objec-tives as well as focus on Cedefopʼs mis-sion. Measurements relating to the spe-cific priorities are displayed at the end ofthe respective chapters, a generaloverview is available in annex (1)

As evidenced by performance indica-tors, Cedefopʼs impact further increasedin 2009. Cedefopʼs work was acknowl-edged in many important EU policydocuments which relate to the agencyʼsarea of expertise.

An evaluation report of all regulatoryagencies (2), conducted in 2009 to informan interinstitutional debate on agencies,acknowledges Cedefopʼs added value.

Aviana Bulgarell Christian F. LettmayrDirector Deputy Director

(1) This annual report is available in hard copy in English, French and German. Electronically it can be viewed ordownloaded from Cedefopʼs website. The annual activity report 2009, containing detailed information on manage-ment and administrative issues, will become available (electronically only) in July 2010 and can be accessedthrough Cedefopʼs (new) web portal which went online in December 2009. (See http://www.cedefop.europa.eu).

(2) Based on a draft final report; the final report was sent to the reference group at the beginning of March 2010.

Providing policy advice and expertiseto stakeholders to support develop-ment and implementation of policiesand European tools in VET

Cedefopʼs third European VET policyreport, Continuity, consolidation andchange, was prepared for and discussedat the ministerial meeting of VET Minis-ters in Bordeaux in November 2008 (3).The following Bordeaux communiqué andCouncil conclusions (4) built on thereportʼs findings and renewed Cedefopʼsmandate to monitor progress in enhancedcooperation in VET and report again atthe next ministerial meeting in 2010 inBruges under the Belgian Presidency ofthe European Union (EU).

The report was published in 2009 andits results were widely disseminated. Atan Agora conference in March 2009,organised with the Czech Presidency thethen Commissioner for Education andCulture, Ján Fígel referred to the report inhis opening address as a ʻmilestone inthe Copenhagen processʼ. He acknowl-edged Cedefop as a point of reference forthe VET community worldwide. Resultswere presented and discussed in high-level committees, for example atmeetings of Directors Generals (DGVT),in the Advisory Committee on VocationalEducation and Training (ACVT) and theEducation and Training CoordinationGroup (ETCG).


Informing European vocational education and training policies

(3) Compare Cedefopʼs Annual report 2008.(4) The Bordeaux communiqué on enhanced European cooperation in vocational education and training. Commu-

niqué of European Ministers for Vocational Education and Training, European social partners and the EuropeanCommission convened in Bordeaux on 26 November 2008 to review the priorities and strategies of the Copen-hagen process.http://ec.europa.eu/education/lifelong-learning-policy/doc/bordeaux_en.pdf : and: Conclusions ofthe Council and of Representatives of the Governments of the Member States, meeting within the Council, on thefuture priorities for enhanced European cooperation in vocational education and training (VET). Official Journal ofthe European Union, C 18, 24.1.2009, p. 6-10. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:018:0006:0010:EN:PDF

The 2010 European VET policy reportwill cover the whole period of the Copen-hagen process 2002 to 2010, which wasintroduced to improve cooperation in mov-ing towards creating a European area forVET, which eases mobility and contributesto developing a less fragmented Europeanlabour market. The ministerial meeting atBruges will provide an opportunity toreview critically the process and set out themajor objectives and priorities for thefuture. In consideration of this, a workinggroup of the (future) Belgian Presidency,the European Commission and Cedefopwas established. In 2009, Cedefop follow-ing a request from the Council (Councilconclusion on future priorities for enhancedEuropean cooperation in vocational educa-tion and training (OJ C18, 24.1.2009))developed and distributed questionnairesto the DGVT and social partners andinvited a contribution from its ReferNetpartners (for information in ReferNet seethe chapter on working in partnership). Theconcept of the report has been agreed andwork on the 2010 report is well advanced.

Informing European vocational education and training policies | 7

Analysing policy

The 2002 Copenhagen declaration set up aprocess of closer cooperation in vocationaleducation and training (VET) in Europe,involving governments, social partners andEU institutions. The progress and priorities ofcooperation have been assessed andreviewed every two years (Maastricht,Helsinki and Bordeaux communiqués).Since 2004, Cedefop has been mandated toreport on how countries are progressingtowards achieving commonly agreed VETpolicy goals. To do this, Cedefop comparesVET systems; analyses VET policies and theirimplementation; reviews good practices; andcompiles research findings, drawing linksbetween VET and related policy areas. Theagency works on several related activitiesand projects:• VET in Europe provides comparable

descriptions of national VET systems andreports on national developments.

• The Policy report, analyses progress everytwo years in major VET policy areas in theCopenhagen process. The next one is dueto appear in 2010, in time for the ministe-rial meeting in Bruges (December 2010).

• The VET financing project compares Mem-ber States’ strategies and mechanisms forinvesting in training, and evaluates theireffectiveness and efficiency.

• The latest Cedefop Research report reviewsresearch findings on policies and factorsthat drive or impede VET modernisation.

www.cedefop.europa.eu/EN/Information-services/national-vet-systems.aspx

www.cedefop.europa.eu/EN/analysing-policy/index.aspx

IN EUROPE

Cedefopʼs monitoring of national devel-opments is partly based on cooperationwith national ReferNet partners. In 2009,for the first time, they published their con-tributions to the 2008 European VETpolicy report as national reports. The reg-ular update of the national VET systemdescriptions is an important source ofcomparative information on VET. Theyalso are a basis for the short descriptionsand flyers produced for Member Statesholding the presidency and in 2009 werepublished for the Czech Republic andSweden.

Because of the important effects of thefinancial crisis, Cedefop, in close cooper-ation with the Swedish Presidency,monitored and analysed its impact onVET, and the VET measures taken byMember States in response. The growingimportance of work-based learning andthe need to research the impact of demo-graphic developments on VET and thelabour market were two important conclu-sions of the Swedish Presidencyconference, ʼthe role of VET in meeting

the challenges of today and tomorrowʼ(Stockholm 12-13 November). The con-ference provided a platform to discussthe joint analysis with high-level policy-makers. Results were also disseminatedthrough a Cedefop briefing note andother presentations, for example, to theEuropean Parliament and the Economicand Social Committee.

European tools for VET and lifelong learning

In 2009, greater attention was paid to thecoherence between the European tools inan overarching lifelong learning perspec-tive. Results of a study on relationshipsbetween credit systems and qualificationsframeworks provided insights on transitionand permeability in education and trainingand the labour market. The study waslaunched in 2009 but will extend into 2010.

Validation, guidance and credit trans-fer are increasingly becoming interlinkedcomponents of a comprehensive qualifi-


cation system. After development anddiscussion of common tools such as theEuropean qualifications framework(EQF), focus has shifted to implementa-tion. As Member States introduce theminto their systems the tools need to beadapted to national requirements and fur-ther developed. Increased cooperation,good practice and exchanges of informa-tion become even more important in thisphase. Cedefop was closely involved indesigning and developing these tools andplays a particular role in this phase.Cedefop continues to provide scientific,technical and coordination support toworking groups, clusters, peer learningevents and networks set up by the Euro-pean Commission and Member States toimplement the Education and training2010 agenda, most notably the Europeantools - the EQF, the ECVET (Europeancredit system for VET) and EQARF(European quality assurance referenceframework for VET). Cedefop also pro-vides information on and monitorsnational developments.

Cedefopʼs work on qualifications is partof a coherent, long-term effort to analyseand understand better how qualificationsare developed, awarded and used inEurope and how this is changing.

Cedefopʼs Agora conference on qualifi-cations for lifelong learning andemployability (Thessaloniki, 5-6 October)presented the findings of several studiesand provided an opportunity to discusspolicy developments at European,national and sectoral levels. Early in2009, an international conference organ-ised by the European Commission,European Training Foundation (ETF) andCedefop on the European qualificationsframework linking to a globalised world(Brussels, 29-30 January) provided aplatform for discussing European experi-ence, as presented by Cedefop, incomparison to international develop-ments. Cedefop also coordinates, jointlywith the European Commission, the EQFAdvisory Group and its subgroups onquality assurance and mutual trust andsectoral qualifications.


Through joint coordination, with theEuropean Commission, of the clusteron recognition of learning outcomes,Cedefop has used peer learning to sup-port development and implementation ofnational qualifications frameworks (NQFs)and has carried out the first systematicanalysis of developments of them in Eu-rope. Cedefopʼs report, The developmentof national qualifications frameworks inEurope (published September 2009) (5)showed that NQFs, now being developedby all countries, are increasingly seen asinstruments for national reform and asplatforms for dialogue involving a broadrange of stakeholders. The numerous re-quests for Cedefopʼs speeches and ex-pertise from Member States clearly indi-cate the relevance of this input for policydevelopments.

To support development of the ECVET,Cedefop cooperates closely with theEuropean Commission and Member


(3) www.cedefop.europa.eu/EN/publications/5030.aspx

The European qualifications framework(EQF) is an overarching framework, whichmakes comparison of qualifications andtheir levels easier. It promotes geographi-cal and labour market mobility and lifelonglearning. The framework’s core consists ofeight qualifications levels described interms of learning outcomes. Learning out-comes define what an individual isexpected to know, understand or be ableto do at the end of a learning process. Incontrast to learning inputs, such as yearsor hours of training, learning outcomesdefine competences, skills and knowledge.

The European credit system for VET(ECVET) is a tool that makes it possible totransfer learning outcomes from one qual-ifications system to another or from onelearning pathway to another, for examplefrom general to vocational education.ECVET is a unit-based credit system. Qual-ifications are divided into units of learningoutcomes and credit points are attached toeach unit. ECVET complements and buildson common concepts and principles of the EQF.

States, playing an important part in therelated working groups, guiding andinforming the work. Cedefop codraftedthe ECVET user guide, which was issuedas part of the ECVET recommendation.

The Czech EU Presidencyʼs confer-ence in Prague on 20 May to mark thepolitical launching of ECVET/EQARF builtin part on Cedefopʼs contributions. TheECVET/EQARF technical launching con-ference ʻMoving from principles toimplementation ̓(Brussels, 17-18 Novem-ber, 300 participants) was coorganised byCedefop. Both events marked the begin-ning of a new development phase.

The European quality assuranceframework (EQARF) is a new frameworkfor implementing quality assurance.Cedefop continues to support this impor-tant aspect of the learning outcomesapproach, which interconnects closely theEQF and ECVET and the validation ofcompetences and skills acquired through

formal or informal learning. Cedefop con-tinues to support the EuropeanCommission-led working group andMember States by providing evidence onthe implementation process.

Cedefop is also part of the Europeanlifelong guidance policy network(ELPGN). Lifelong guidance with its keyrole of aligning guidance services in edu-cation and training with those on thelabour market is gaining in importance inview of necessary skill adjustments, fastinnovation cycles and longer workinglives. Cedefop contributes to implementa-tion of the priorities of the Councilresolutions on guidance (2004 and 2008)and reviewing trends in training provisionfor career guidance counsellors througha study on Professionalising career guid-ance. Practitioner competences andqualification routes in Europe (6), pub-lished in May 2009. The study analysesprogress by Member States in developing


(6) http://www.cedefop.europa.eu/EN/publications/12888.aspx

lifelong guidance policies in cooperationwith the European Commission andELGPN. First results will be presented atthe Spanish Presidency conference inMay 2010. Another analysis on guidancelooked at measures and initiatives to sup-port education-to-work transition of youngpeople. A comparative study waslaunched in 2009 and results will be pub-lished in 2010.

Europass was designed as an overar-ching instrument supporting implementa-tion of European tools and their future ap-plication. Europass is a specific tool thatreaches out directly to the European citi-zen. The European CV has become prob-ably the most widely used single formatfor CVs. It helps the less experienced toconstruct a CV and, by providing a stan-dard, offers considerable advantages forrecruitment. Cedefop has supported Eu-ropass by developing and maintaining theEuropass instruments and the Europasswebsite which is available in 26 lan-guages.


Europass: a tool for European citizens

Europass continues to grow in popularity.In 2009, Cedefop’s Europass website totalledalmost seven million visits.

Since its launch in 2005, people have down-loaded over 18 million Europass documents(over six million in 2009 alone) and more thanseven million documents have been completedonline. Around 250 000 CVs are completed onlineevery month.

The services offered by Cedefop’s Europass web-site obviously correspond to the needs andrequirements of citizens by the constantlyincreasing number of visits and downloads(increase by 15% in 2009 compared to 2008).

Europass is used mostly by young people (70%of CV online users are less than 30 years old),who have for the better part limited work experi-ence (less than two years for 51% of users).

Europass has the potential to become the (Euro-pean) reference format for documentation ofcompetences, skills and knowledge in a mannerwhich corresponds (increasingly) to the needs ofthe individual, providing employers with theadvantages of a standard format. As learning out-come-oriented approaches become mainstreamEuropass will further gain in importance.

Generating new knowledge and insights

Cedefopʼs work in informing EuropeanVET policies not only concerns evidence-based analyses to meet stated policyneeds, but also includes anticipating futurepolicy needs and preparing information tofill knowledge gaps to the extent possible.While Cedefopʼs work is always connectedto research, be it in-house research orliaising with the research community onspecific subjects, its research reportsallow exploration of a particular subjectfrom various angles, chosen after discus-sion with stakeholders.

Modernising VET – The fourth research report

In 2009, Cedefop published its fourthresearch report. It explores the broad sub-ject of modernising VET. Results reflectthat VET is not only responding to chal-lenges but that it is itself a driver of

economic and societal changes. Increas-ing Europeʼs competitiveness whilepreserving the European social model,coping with population ageing, reducingunemployment, tackling labour-marketskills needs and shortages and improvingenterprisesʼ economic performance are allkey factors which exert pressure on VETand push for its modernisation. But VETalso is a driver of success and competi-tiveness for European economies andsocieties if it provides learners with skillsand competences, which enable them toinnovate and reshape economic activities.The fourth research report gathered evi-dence on the role VET in sustainingeconomic development, promoting ʼactiveageingʼ, ensuring adequate skill supply,supporting corporate innovation capacity,promoting growth and productivity, com-bating social exclusion and improvingsocial cohesion. The report underlines thatEuropean VET research should mirror thepriorities set by policy-makers. Researchresults need to identify what works, underwhich conditions and for whose benefit.


Statistics and indicators

Evidence-based policy depends on reli-able and comparable data. In 2009, theCouncil conclusions on future priorities forenhanced European cooperation in voca-tional education and training (OJ C18,24.1.2009) invited Cedefopʼs input andasked it to contribute to a European Com-mission working group developing abenchmark for employability, thus, furtherencouraging activities for developing VETstatistics. In 2009, Cedefop analysed thethird continuing vocational training survey(CVTS3) in enterprises and helped pre-pare CVTS4. A workshop, organised byCedefop, with European policy-makers –including social partners, industry repre-sentatives, researchers and statisticians

– provided a platform for discussion.Cedefop is part of the task force on edu-cation variables for household surveys,relating to Eurostatʼs adult education sur-vey, and to coverage of VET andmeasurement of educational attainmentin the labour force survey. Cedefop par-ticipated in more than 20 meetings andconferences related to statistics.

The table below shows the perform-ance indicators relating to 2009 activitiessupporting priority 1 ʻInforming EuropeanVET policiesʼ. The indicators weredesigned and derived from the perform-ance measurement system Cedefopdeveloped and implemented in 2009.



Note: some indicators relate to the organisational level and are not presented here. All performance indicators are presented in Annex 1.

Performance indicators 2009: MTP1 Informing VET policyType

Policy adviceprovided tostakeholders

New knowledgeand insightsgenerated

Raised awarenessamongstakeholders andthe education andtraining or widerVET community

Raised awarenessamong citizens

Results

47citations to Cedefop in EU-level policydocuments overall, of which:• 36% MTP1: Informing VET policy

(19% analysing and reporting on policydevelopments [including a reference to Cedefop’s ReferNet], 17% supportingdevelopment and implementation of common EU tools)

13 mandates and assignments in EU-levelpolicy documents overall, of which:• 23% MTP1: Informing VET policy

226 meetings overall, of which:• 53.1% MTP1: Informing VET policies

375 000 downloads from the Cedefopwebsite. Among publications published in 2009:• 61% MTP1: Informing VET policy

82 events overall, of which:• 56.1% MTP1: Informing VET policies

90.3% of participants thought event wasgood or very good overall, of which:• MTP1: Informing European VET policies

3.43 satisfaction on a scale from 1 to 4

• 89% of participants are very satisfied or satisfied

• available from 2010• 2 532 participants of which

4.5% social partners

• 7.5 million visits (24% growth on 2008)• 6.5 million downloads

(16% growth on 2008)• 2.7 million documents created online

(32% growth on 2008)• available from 2010

Indicator

Citations in EU policy documents

Mandates and assignments given toCedefop in policy documents

Participation in presidency events andmeetings of senior stakeholders orwhich support policy implementation

Downloads of publications/workingpapers/other

Active participation in conferences and events

Usefulness/satisfaction of participantswith meetings and events organised by Cedefop

Study visit outcomes amongstakeholders and the education andtraining community• Proportion of participants satisfied

with study visits• Distribution of the study visits

by theme• Distribution of study visits

participants by target group

Europass outcomes among citizens• visits• downloads• creation of documentation online• number of countries using Europass

mobility tools (from 2010)

No

1

2

4

5

8

9

10

11

Skill needs analysis

Cedefopʼs skill demand and supply fore-casts for the period up to 2020 haveignited and fed discussion on future skillneeds, the policies required to meet thechallenges changing skill requirementspose for education training and to miti-gate the related risks for labour marketsand economic development.

In 2009, Cedefop, contributed substan-tially to this issue as a member of the newskills for new jobs expert group, which isorganised by DG Employment in cooper-ation with DG Education and Culture. Areport was presented in February 2010 atthe conference on new skills for new jobs:action now.

Cedefopʼs work in interpreting trends inskills was cited 27 times in 2009 by offi-cial EU level policy documents from awide range of institutions. These includeCouncil conclusions, opinions of theCommittee of the Regions and docu-ments by European social partners andthe European Commissionʼs employment

in Europe report. Results of ongoing workwere presented to major committees,including the European Economic andSocial Committee, the ACVT and DGVT.

Cedefopʼs skill needs analysis gener-ated new insights and filled a knowledgegap. Results point to an ongoingupskilling of European population andlabour force, as well as increasing skilldemands in all sectors and occupationsand a trend towards knowledge-intensivejobs. Despite shrinking numbers of jobs insome areas, there will be considerablejob openings in all sectors and occupa-tions to replace people leaving the labourmarket for retirement or other reasons.

Cedefopʼs preparatory work in thisarea has been instrumental in a Euro-pean policy debate which has widened,become highly visible and which is sup-ported by many different institutions,organisations and researchers. Cedefophas become an authoritative source ontrends in skill demand, supply and mis-match in Europe. Various national skillsanalyses refer to Cedefopʼs forecasts.


Interpreting European trends in and challenges for skills, competences and learning

One indicator to analyse and monitorEuropean employment guidelines isbased on Cedefopʼs forecasts, Cedefopskill needs analysis is quoted in the Euro-pean Commissionʼs employment inEurope 2009, and ILO has launched, incooperation with Cedefop, a newresearch activity on skills for green jobs.Substantial input was provided to theEuropean Commissionʼs communicationand Spring Council conclusions on newskills for new jobs, as part of broaderefforts to support a European skills policyagenda.

Cedefop was requested to continueand further develop its expertise in skillsand competence needs analysis, drawingmore generally on its expertise in VET.Cedefop analysis is stimulating discussionon the various underlying phenomena of

the overall trend, such as different formsof mismatch and demographic develop-ment. Regular revisions of forecastsprovide timely adjustments. Preparationfor an employer skill survey has pro-gressed, along with work on skill needs inselected sectors of the European econ-omy. In 2009, Cedefop publications suchas Future skill needs for the green econ-omy and a Roadmap on priorities forfuture research on skill mismatch camefrom this work. In early 2010, the resultsof the first revision of the forecast will bepresented. In total six new skill needsanalysis publications were released in2009, dealing with forecasting skills sup-ply up to 2020, anticipating occupationalskill needs, skills needs for the greeneconomy and identifying priorities forfuture research on skill mismatch (7).

Interpreting European trends in and challenges for skills, competences and learning | 17

(7) Publications titles:Future skill supply in Europe: synthesis reportSkills for Europeʼs future: anticipating occupational skill needsSkill mismatch:iIdentifying priorities for future researchFuture skill supply in Europe: key findingsFuture skill needs in Europe: medium-term forecast. Background technical reportFuture skill needs for the green economy

Cedefopʼs expert network Skillsnetcounts now more than 350 active mem-bers and provides a sound platform fordiscussion. Network members not onlyinform ongoing work, but also criticallydiscuss and transfer results of skill needsanalyses into education and training poli-cies at all levels. Dissemination anddiscussion of results is evidenced byCedefopʼs contributions to many Euro-pean Commission, social partner andpresidency events in addition to confer-ences and meetings organised byCedefop. In 2009, for example, Cedefophelped prepare Czech and SwedishPresidency conferences, meetings of theEuropean Economic and Social Commit-tee, the ACVT, the forum on climatechange, and the EU-US, EU-China andEU-Canada round tables on skills fore-casting and skill needs analysis. AnAgora conference organised with theEuropean Commission (DG Educationand Culture and DG Employment)

debated skill needs in Europe. An interna-tional seminar on measuring generic workskills was also organised with the OECD.

The shift to learning outcomes

The shift to learning outcomes and itsimplications for the functioning and role ofqualifications was a key focus in 2009.Through a range of comparative studiesand analyses, peer learning activities andworking groups, Cedefop addressed dif-ferent aspects of this issue.

The first review of European develop-ments in The shift to learning outcomes –Policies and practices in Europe (February2009) (8) confirmed that learning outcomeshave been broadly accepted at politicallevel and are increasingly influencingnational education and training reforms.

A comparative analysis, The relation-ship between quality assurance and VETcertification in EU Member States was



published in July 2009 (9). It confirmed theneed for quality assurance and trans-parency at all stages of certificationprocesses, a need which becomes moreurgent as the learning outcome approachis implemented.

A study on The dynamics of qualifica-tions: defining and renewing occupationaland educational standards (July 2009) (10)indicated that more countries are intro-ducing standards defined by learning out-comes as a basis for building bridges be-tween the labour market and qualificationssystems. Learner-centred approaches arediscussed to understand better the effectsof the shift to learning outcomes and com-petence- based approaches for designingVET curricula and learning pro-grammes (final report available).

Yet another study analysed the rela-tionship between the EQF and sectoralqualifications and the challenges this

raises in terms of quality, trust and valueof these qualifications (final report avail-able).

There is growing awareness of theclose relationship between early recogni-tion of skill needs, skill demand andsupply, and the paradigmatic changefrom an input- to an outcome-orientedapproach in VET and education. Thesedevelopments will impact greatly on VETsystems and have far-reaching conse-quences.

Peer learning has supported nationalimplementation of validation of non-for-mal and informal learning. TheEuropean guidelines for the validation ofnon-formal and informal learning (pub-lished with the European Commission,July 2009 (11)) support Member States indeveloping national validation methodsand systems.

Interpreting European trends in and challenges for skills, competences and learning | 19

(9) http://www.cedefop.europa.eu/EN/publications/5055.aspx(10) http://www.cedefop.europa.eu/EN/publications/5053.aspx(11) http://www.cedefop.europa.eu/EN/publications/5059.aspx

Socioeconomic and technical develop-ment indicate strongly an increasing needto improve adult education. This stemsfrom labour market requirements asmuch as the need for individuals to beemployable and for social inclusion. It ispart of an overarching lifelong learningstrategy, successful implementation ofwhich becomes more important with aʻgreying labour forceʼ. Cedefop hasreviewed its past and ongoing activitieson adult learning. The report focuses onthe contribution of learning at the work-place and continuing vocational trainingand was provided to the European Com-missionʼs working group on the adultlearning action plan and its focus groups.

This aspect of future development alsohas important implications for teachersand trainers. TTNet is one of Cedefopʼsexpert networks which provides a platformfor discussion, a channel to exchange

experience and is also important for dis-seminating results at national level. (SeeChapter 5, subchapter on working in part-nership.) On this basis, Cedefopcooperates closely with the EuropeanCommission and brings its expertise tofocus groups on teachers and trainers inVET and adult learning staff. Cedefop andthe European Commission jointly organ-ised a conference on ʻteachers andtrainers at the heart of innovation andVET reforms (Thessaloniki, 23-24 Febru-ary 2009). It discussed trends andchallenges, and results inform current pol-icy debates in Member States (12). ACompetence framework for VET profes-sions – Handbook for practitioners (13)was published with the Finnish NationalBoard of Education. An analysis of pro-fessional development opportunities forin-company trainers was completed. Acomparative analysis of trends and devel-


(12) The Conference conclusions are available at: http://www.cedefop.europa.eu/EN/Files/4042-att1-1-TT_Conference_23-25_February_2009_CONCLUSIONS.pdf


opments in roles, work practices andcompetence development for VET teach-ers and trainers was carried out and thefindings will be published and dissemi-nated in 2010.

To raise awareness of trends for skills,competences and learning, Cedefopexperts participated in many events andorganised several Cedefop events, some ofwhich have been mentioned above.Another prominent example was the Agoraconference on qualifications for lifelonglearning and employability in Thessalonikiin October 2009. It provided an opportunityto discuss how the roles and functions ofqualifications are changing.

The following table shows the perfor -mance indicators relating to 2009activities supporting priority 2. The indica-tors were designed and derived fromthe performance measurement systemCedefop developed and implemented in2009.

21Interpreting European trends in and challenges for skills, competences and learning |

Performance indicators 2009: MTP2 Interpreting trends in VET and skillsType




Results

47citations to Cedefop in EU-level policydocuments overall, of which:• 58% MTP2: Interpreting trends in VET

and skills (45% skills and competencesanalysis, 13% qualifications for lifelonglearning).

13 mandates and assignments in EU-levelpolicy documents overall, of which:• 54% MTP2: Interpreting trends in VET

and skills• 2 also require input from other activities

within different MTPs.

226 meetings overall, of which:• 29.6% MTP2: Interpreting trends in

VET and skills

375 000 downloads from the Cedefopwebsite. Amongt publications published in 2009:• 27% MTP2: Interpreting trends in

VET and skills

82 events overall, of which:• 56.1% MTP1: Informing VET policies

90.3% of participants thought event wasgood or very good overall, of which:• MTP2: Interpreting European trends in

and challenges for skills, competencesand learning 3.82 satisfaction on a scalefrom 1 to 4

Indicator





Active participation in conferences andevents

Usefulness/satisfaction of participantswith meetings and events organised byCedefop

No

1

2

4

5

8

9



Assecing vocational education and trainingʼs benefits | 23

Understanding fully VETʼs benefits is nec-essary to make informed choices aboutinvestment in VET and to devise new orreform existing policies and measures. In2009, Cedefop deployed a large researchprogramme investigating not only theeconomic and social benefits of VET fordifferent groups – individuals, enterprisesand economic sectors – but also itsmacroeconomic and macrosocial bene-fits. Ultimately, Cedefop aims to provide acomprehensive picture of VETʼs eco-nomic and social benefits andimplications for policy in the fifth researchreport to be published in 2012. In themeantime, it will progressively publishresults of independent studies on eco-nomic and social benefits of VET, startingin 2010.

In 2009, Cedefop analysed innova-tive mechanisms in VET financing withparticular focus on cost-sharing poli-cies, which are of particular relevance inthe current context of budgetary con-straints. In 2009, three publications onfinancing mechanisms were released

on: individual learning accounts (ILA),tax incentives and cost-sharing innewer Member States. ILAs have beenimplemented on a pilot basis in manyEU countries to increase freedom ofchoice for individuals, responsivenessto learners ̓needs, share training costs,and influence positively motivation andparticipation in training. The take up ofeducation and training tax incentivesby enterprises is quite high. These in-centives are appreciated by employersfor reducing education and trainingcosts and for their relatively low level ofbureaucracy. On the contrary, take-upby individuals is relatively low as is gen-eral awareness of the available tax in-centives. Experiences also show thattax incentives – despite inevitable dead-weight – may prove particularly effectivewhen combined with other policy meas-ures. Cedefopʼs report on cost-sharingtraining schemes in 12 newer EU Mem-ber States confirms that the effective-ness, efficiency and impact of cost-sharing approaches vary across

Assessing vocational education and trainingʼs benefits

countries but there is evidence of theirsuccess in stimulating private invest-ment and higher participation in VET.

Two high-level conferences helped dis-seminate the studiesʼ results andprovided a platform to discuss the find-ings. One event was organised byCedefop the other was coorganised bythe European Commission (DG TAXUD

and DG EAC) and Cedefop.The table above shows the perfor -

mance indicators relating to 2009activities supporting priority 3 InformingEuropean VET policies. The indicatorswere designed and derived from the per-formance measurement system Cedefopdeveloped and implemented in 2009.


Performance indicators 2009: MTP3 Assessing VET’s benefitsType




Results

47citations to Cedefop in EU-level policydocuments overall, of which:• 6% MTP 3: Assessing VET’s benefits

(Researching VET).

13 mandates and assignments in EU-levelpolicy documents overall, of which:• 15% MTP3: Assessing VET’s benefits

226 meetings overall, of which:• 5.8% MTP3: Assessing VET’s benefits

375 000 downloads from the Cedefopwebsite. Among publications published in• 2009:10% MTP3: Assessing VET’s benefits

82 events overall, of which:• 6.1% MTP3: Assessing VET’s benefits

90.3% of participants thought event wasgood or very good overall, of which:• MTP3: Assessing VET’s benefits 3.52

satisfaction on a scale from 1 to 4

Indicator






Usefulness/satisfaction of participantswith meetings and events organised byCedefop

No

1

2

4

5

8

9


Study visits 2009

The study visits programme for educa-tion and vocational training specialistsserves all priorities and extends beyondVET to general education. It is an impor-tant tool to stimulate mobility of teachers,trainers, policy-makers and stakeholdersfor common learning and exchange ofgood practice. In the academic year2008-09, 2 570 participants attended 246study visits.

Assessment of outcomes indicates ahigh level of participant satisfaction withthe quality of discussions and good prac-tices exchanged during study visits. Itshows that study visits lead to greatercommon learning and networking.

Coordination of study visits for the aca-demic year 2009/10 involved publishingthe new catalogue, launching the call forapplications and matching the groups.More applications from social partners(from 4% to over 6%) and stable repre-sentation of VET-related visits (43 of 237)confirms that action taken to update

themes and respective dissemination

activities succeded. Themes are now fullycoherent with EU policy priorities for edu-cation and training.

Ensuring the quality of study visits wasa specific concern in 2009. To this end, ahandbook for study visits organisers pro-viding guidance and advice on how to

Raising the profile of vocational education and training | 25

What is a study visit?A study visit is a short stay of three to fivedays in a host country for a group of 10to 15 education and vocational trainingspecialists and decision-makers to exam-ine a particular aspect of lifelong learning.A group usually consists of people fromseven to 10 different European countries.Study visits support policy developmentand cooperation at European level in life-long learning. They are coordinated bynational agencies located in participatingcountries. Approximately 3 000 peopleparticipate in around 300 study visitseach academic year (September to June).Cedefop coordinates the programme atEuropean level.

Raising the profile of vocational education and training

prepare and implement visits was pub-lished in June 2009 (14). The participantsʼcompanion (15) was also published in June2009. Work on assessment tools, prepa-ration of thematic background documen-tation for the eight theme categories, aknowledge-sharing seminar for study vis-its organisers (14-15 September), and aquality manual with standards for all ac-tors in the programme, provided a frame-work of support to improve and assurehigh quality in accordance with the objec-tives of the programme.

Special attention was given to encour-aging participation by social partners inthe programme and to raise their aware-ness of the opportunities it offers. Aseminar on the role of social partners inimplementing the EU tools was held inFebruary to discuss promotion activitiesand social partnersʼ needs.

Communicating VET issues

Cedefop activities to raise awareness ofVETʼs important role in lifelong learning,economic competitiveness and socialcohesion target not only Cedefopʼs stake-holders in a narrow sense, such as seniorpolicy-makers including social partners,but also the general public.

In 2009, a review of Cedefopʼs com-munication activities, started in 2008 ledto a complete restructuring of Cedefopʼsweb presence, regular provision of brief-ing notes and press releases (newsservice) and a restructuring of communi-cation tools and their production. Cedefopintroduced a new communications policyto strike the right balance between its dif-ferent stakeholders and to put greateremphasis on online, rather than hard-copy publications (see box).


(14) http://www.cedefop.europa.eu/EN/publications/5960.aspx(15) http://www.cedefop.europa.eu/EN/publications/5065.aspx

Cedefop developed close working rela-tionships with European institutions andsenior policy-makers, including socialpartners from Member States, by provid-ing background information to supportdebates on VET-related issues at almost30 meetings in 2009. These included pre-sentations to the European Economic

and Social Committee (EESC) for itsopinion on education and business part-nerships, a priority theme of the CzechPresidency; Directors-General for Voca-tional Training, the European Trade UnionCongress on skill needs; the Committeeof the Regions on Cedefopʼs skill fore-casts and development of European


Cedefop’s new strategy provides a strategicframework based on a user-centred approachto its communication activities. Target grouporientation aims at optimisation of communi-cation channels and to define communicationtypes and formats for the specific needs of theCentre’s groups of stakeholders such as pol-icy-makers, researchers, practitioners, mediaand general public. Special emphasis isplaced on electronic publishing and on usingCedefop’s new web portal.

Cedefop in consequence prints only a limitednumber of flagship publications in its Refer-ence series supported by booklets, flyers andbrochures also in hard copy. Cedefop’s two

new electronic publication series – Workingpapers and Research papers – will makeCedefop’s research results immediately avail-able to its target groups throughout Europe.

Tailor-made communications for key stakehold-ers – for example, regular policy briefs – ensurefast dissemination of relevant information.

The communication strategy was discussed indepth with Cedefop’s Governing Board beforeits adoption in October 2009. It is a compre-hensive and consistent framework to improveinformation on VET issues and underpinsCedefop’s role as authoritative source on VETdevelopment in Europe.

Cedefop’s new communication strategy

tools; and to networks of senior policy-makers in the regions on how to integrateEuropean VET priorities into regionsʼ life-long learning polices. Systematic

exchanges of information took placebetween Cedefop and the European Par-liament and the EESC.

The Cedefop library reference serviceprovides responses to questions on VET.In 2009, the library answered 422inquiries from its stakeholders includingtraining institutions, research centres, andsocial partners.

In 2009, Cedefop established its webportal (see box) as a unique entry point toaccess all of its web services.

The most popular parts of the Cedefopwebsite in 2009 were its news sectionand information on national VET systems.Many downloads of publications bearswitness, not only to use of Cedefop pub-lications, but also to the increasingnumber of users who rely on electronicinformation.

Cedefop launched a new onlinenewsletter in May, combining the formatof the previous newsletter with new fea-tures such as articles on Cedefopʼsactivities. Five issues were distributed in2009.

Cedefop’s new web portalCedefop’s web portal was launched inDecember 2009. It provides a unique, singleaccess point to Cedefop’s information.

Cedefop’s website is its principal means ofcommunication. Development of the webportal required new technology for the webplatform and fundamental restructuring ofcontent.

The website was redesigned in line withCedefop’s corporate image. New terminologyand controlled vocabulary were introduced toimprove search functions.

The web portal’s four themes (identifyingskill needs, understanding qualifications, pol-icy analysis, and developing lifelong learning)present Cedefop’s work and outcomes.Importantly, the themes are not static. AsCedefop’s work evolves and prioritieschange, the themes will change too.


Responding to budgetary constraintsand the need to focus activities, Cedefopdiscontinued publication of the Europeanjournal on vocational training from 2010.Cedefop, none the less, continues itsclose cooperation with researchersthrough its research reports, cooperationin expert networks and informationexchange through ReferNet. A new elec-tronic publication format, Cedefopresearch papers, was created toexchange research results in an appro-priate medium.

In 2009, Cedefop published 33 newpublications electronically and in hardcopy. In addition, three research andworking papers were published electron-ically.

In 2009, Cedefop received 478 visi-tors from all over the world.

As the only European organisationlocated in Thessaloniki, Cedefop main-tains contact with its local and regionalenvironment through cooperation withgovernment representatives, culturalinstitutions, business representatives

and local government. In 2009, Cedefoporganised a reception for the Greekmembers of the European Parliamentand local decision-makers on the occa-sion of the Thessaloniki international fairand an information seminar for the localVET community which attracted morethan 100 guidance professionals. Toʼbring Europe closer to the citizenʼ,Cedefop held an ʻopen dayʼ for the localacademic community on Europe Day (9May) and participated in three large PRevents across the country organised bythe European Commission, in Thessa-loniki and Komotini in May and in Athensin November.

Cedefopʼs conferences, meetings andevents are necessary to raise aware-ness on VET issues and the results ofCedefopʼs work. They also contribute tothe local economy. Some 107 confer-ences, seminars, workshops andmeetings were attended by about 2 800people. Cedefopʼs major conferencesand seminars were particularly success-ful in raising awareness on policy issues.


This was shown by a very high degree ofsatisfaction and by participantsʼ use ofthe information. Some 66% planned toshare the information with colleaguesand 40% intended to use it to developtheir policies.

The table above shows the perfor -mance indicators relating to 2009activities supporting priority 4 InformingEuropean VET policies. The indicatorswere designed and derived from the per-formance measurement system Cedefopdeveloped and implemented in 2009.


Performance indicators 2009: MTP4 Raising VET's profile

Type




Results

226 meetings overall, of which:• 8.8% MTP4: Raising VET’s profile

375 000 downloads from the Cedefopwebsite. Amongt publications published in2009:• 2% MTP4: Raising the profile of VET

• 37% increase in visits• 29% increase in visitors• 15% increase in page views(Data for 2006 to 2008. 2009 is a break inseries with the previous year: completerestructuring of the website means dataare not comparable).

82 events overall, of which:• 7.3% MTP4: Raising VET’s profile

84% of participants thought event wasgood or very good• 3.19 satisfaction on a scale from 1 to 4.

Indicator



Website traffic


Events for the local community (inCedefop, in Greece):- Usefulness/satisfaction

No

4

5

7

8

13


By December 2009, over 95% of posts onCedefopʼs establishment plan were filledand recruitment procedures for openposts under way. Cedefopʼs budgetimplementation was 99% of its Commu-nity subvention and 96% overall.

As acknowledged in the reports of theCourt of Auditors – annual report for 2008and preliminary findings of the first visitfor 2009 – Cedefop is working well.Reports of the Internal Audit Service(IAS), who audited the ethical frameworkand followed up on the audit recommen-dations of 2008 on Cedefopʼs humanresource management, acknowledgedprogress and improvements. By the endof 2009 no very important or critical rec-ommendations remained open (16) and nocritical or very important recommenda-tions were issued following the audit onthe ethical framework.

Further improvements were imple-mented to the internal control system onthe initiative of management, specialisedservices, internal audit capability and theinternal control coordinator. The internalcontrol system worked well and no mate-rial weaknesses were apparent in 2009(see also the assessment of the internalcontrol system in the annual activityreport.) Minimum requirements for inter-nal control standards for effectivemanagement were developed in 2009.

Major efforts were undertaken in 2009to develop and deploy a performancemanagement system (PMS) and set up aframework of performance indicators tomonitor progress and measure output,outcome and impact.

The PMS also was part of the effort torefine monitoring and reporting. Theseincluded further improvements to the

Management, resources and internal controls | 31

(16) Based on the draft report of the follow-up visit; the final report was issued only in early 2010.

Management, resources and internal controls

Performance measurement1. The performance measurement system (PMS)

helps Cedefop to manage and evaluate its impact,efficiency, effectiveness and relevance. It is fullyintegrated into Cedefop’s work programming andreporting and strengthens alignment of activitieswith strategic objective and medium-term priori-ties. It informs decisions for continuousimprovement.

Method2. The PMS uses three types of results – output,

outcome and impact – to measure Cedefop’s per-formance.

Project outputs3. At the base are Cedefop’s projects, all of which

have outputs. Project outputs (studies, publica-tions, conferences and attendance at meetingssuch as working groups and clusters) are moni-tored to check if they are produced in thequantities, at the times and with the human andfinancial resources planned. Outputs are for themost part directly controllable by Cedefop andvary each year: different events, different publi-cations, etc.

Activity outcomes4. Following the principles of activity-based man-

agement, projects are grouped into activities (forexample skills needs, policy analysis). Projectoutputs combine to produce activity outcomes.Cedefop’s activity outcomes for example servestakeholders by providing policy advice, fillingknowledge gaps and generating new insights orraising awareness of VET issues.

5. Administrative issues are included in the PMS asthe administration must support core business.Outcome indicators for the administration reflecton efficiency and effectiveness of support ser -vices. This reinforces their focus and underlinestheir importance for Cedefop’s core business.

6. Cedefop measures whether it produces thedesired outcomes through evidence of stakehold-ers’ interest in the information it provides.Outcomes are realised over the medium-termand Cedefop has only an indirect influence overthem. Outcomes are measured using theCedefop performance indicators (see annex tothe annual report).


Organisational impact7. The outcomes of Cedefop’s activities combine to

produce an impact. Cedefop, as an organisation,aims to have an impact on strengthening Euro-pean cooperation, promoting evidence-basedEuropean VET and skills policy agenda andthrough this to be acknowledged as an authori-tative source of information on VET, skills andcompetences. Cedefop measures its impactthrough evidence of people using the outcomesof its work to develop European VET policy andstrengthen cooperation, knowing well thatCedefop’s impact is probably not the only factorinfluencing these people.

Implementation8. Performance measurement is built into the

annual budgeting, planning and reporting cycle.9. Activity fiches are part of the annual work pro-

gramme. All work programme activities havespecific performance indicators. Preparing theactivity fiches is one of several mechanisms toperform an ex ante evaluation of Cedefop’s activ-ities for the programming year.

10. To support the reporting process, data relatingto the outputs and outcomes are collected. Theyare analysed to assess Cedefop’s outcomes andimpact. The results inform management deci-sions and are reflected, for example, in theannual report accounting for the resourcesgranted to Cedefop. This is also a way of pro-viding interim and ex post evaluation ofCedefop’s activities, complementing the ex anteevaluation of the work programme.

11. The system was developed to be cost-effective.Many indicators have been built around dataalready collected. The PMS has systemisedtheir exploitation (Compare performance indi-cators in annex).


activity-based budget (ABB) and closermonitoring of payment appropriations toavoid carryovers. Close monitoring of therisks which were defined and evaluatedwhen establishing Cedefopʼs work pro-gramme 2009 helped avoid negativeimpacts and mitigating actions weretaken in time.

Focus has shifted to measures increas-ing efficiency, while ensuring transparencyand accountability. Demands on manage-ment and administration were also drivenby general developments and demands,such as implementing data protection pro-visions and adapting and changing rulesand regulations. Automating procedurescan increase efficiency and provide anopportunity to redesign procedures andimprove security. One example of automa-tion, implemented in 2008, which suc-cessfully streamlined procedure, improvedsecurity and control and increased is ʼpay-ment automationʼ (PAME).

The following table shows the perform-ance indicators relating to 2009 activitiesof administrative and other support ser -

vices. The indicators were designed andderived from the performance measure-ment system Cedefop developed andimplemented in 2009.


PAME (Payment Automation MEthod)

Cedefop continues to develop e-applicationsto increase administrative efficiency andeffectiveness. PAME, developed in 2007-08,is an automated paperless process thatimproves monitoring of payment appropria-tions and speeds up disbursements. It alsosimplifies everyday tasks. It has made sev-eral financial transactions more familiar tothe many users in its workflow, while ensur-ing proper and secure record-keeping foraudit purposes through daily automaticupdating of the records bank. Monitoringpayment orders suspended for any reason isalso easier.

Only one year after its official launch, PAMEreduced the number of open invoices by70 % (from 158 to 48) and the average dura-tion of the payment (days to pay an invoice)by 22 % (from 28 to 22 days).


Performance indicators 2009: Efficient and effective support services

Type

Efficient andeffective supportservices


Results

• 95% of establishment plan filled on31/12/2009

• 60 working days from deadline forapplications to report by selection board(Target = 60 days);

• 119 working days from publication ofvacancy notice to AIPN decision (Target= 120 days)

• 8.4 average training days (target = 10days) (Note that non-formal learning byfor example attendance of conferences,workshops, etc. has not (yet) beenincluded.)

• 99.06% budget executed (EC subsidy)• 80% of payments made within 30 days• 76 days until the signature of contract• 88% success of procurement

procedures; a further 10 % has beensuccessful after a relaunch (lots arecounted separately).

• 55 502 hard-copy publications weredistributed, of which: 14 624 wereresponses to individual requests and 40808 copies were distributed to 55conferences and exhibitions includingthose in-house (*)

• 797 information requests answered bythe library’s reference service (*)

• 4904 pages edited in English (*)• Graphic design concepts and identity

systems for seven conferences, twocultural events and 129 publications ofvarious types (*).

Indicator

Internal support services - Resources• Percentage of establishment plan

filled (including ongoing procedures)• Timeliness and duration of selection

procedures• Training provision meets targets set

in the strategy• % of budget executed

- % of payments within 30 days• Timeliness of procurement

procedures• Success rate of procurement

processes

(Internal) support services –Communication Information andDissemination• % of services provided in the time

agreed with colleagues• % meeting quality standards

measured through satisfaction withservices provided for colleagues(editing, translation, lay-out printing,library reference service)

No

14

15

(*) These output indicators are provided in lieu of the outcome indicators to be available in 2010.

Working in partnership

Close cooperation with stakeholders andother organisations working on relatedissues is a necessity in applied researchserving policy.

It is also essential that Cedefop on anorganisational level works closely withEuropean institutions, committees,national governments, and social part-ners at national and European levels.Only then can Cedefop, as a compara-tively small organisation, reach out tostakeholders and citizens in MemberStates, make its voice heard and have animpact. That its voice is heard today andthat its impact can clearly be demon-strated is due to the quality of its workand its alignment with policy–makersʼneeds.

To a substantial degree the close part-nership with stakeholders mentionedabove is promoted through cooperationwith Governing Board members, whichinclude the European Commission, gov-ernments and social partners.

In VET, skills and competence-relatedissues, Cedefop has, for several years,developed close relationships with the EUpresidencies and supported preparationand organisation of presidency events byproviding background information andscientific input. In addition, Cedefop rep-resentatives contribute to these events asspeakers, chairs of working sessions, etc.which also provides Cedefop with anopportunity to present and disseminatethe results of its work (see annex).

Cedefop is also part of the network ofregulatory agencies which meets regu-larly at director, head of specialisedservices (heads of administration, com-munication, etc.) level. This cooperationpromotes exchanges of experience andcooperation in areas of common interest.

To address the need for close cooper-ation and knowledge sharing a frameworkwas developed with the European Train-ing Foundation (ETF). Cedefop, since2009 no longer works on preparing can-


didate countries. This and ETFʼs newmandate has further contributed to aclear separation of tasks between the twoagencies. In 2009, ETF and Cedefopdirectors signed a framework for cooper-ation between Cedefop and the ETF after

it was adopted by both GoverningBoards. Both agencies issue annually ajoint work programme of informationexchanges and report jointly on imple-mentation of these activities (see annex).


Social partners play an important role in VETpolicies. Not only because VET policies are vitalto their constituencies (enterprises, employ-ees), but also because social partnerorganisations are involved in designing andimplementing various programmes.As members of the Governing Board, socialpartners influence Cedefop’s work programmeand medium-term priorities. They help ensurethat the focus of activities is well aligned withthe policy needs of their constituencies. At thesame time this ensures a constant flow andexchange of information and experience onpressing policy needs or on the results ofCedefop’s work.Apart from cooperation as members ofCedefop’s Governing Board, as mentioned in

previous chapters, cooperation betweenCedefop and the social partners materialises indifferent forms:• analysis, monitoring and disseminating

information on social partner activities atnational and European levels;

• as subject of specific studies/reports or inthe context of a wider reaching theme (forexample: guidance or policy report);

• participation of Cedefop experts in socialpartner events to present and discuss find-ings of Cedefop’s work;

• stimulating participation of social partnerrepresentatives in the study visits pro-gramme or at Cedefop events;

• organising (or coorganising) events targeted at social partners.

Cooperation: Cedefop – Social partners

Cedefop also established an intensiveknowledge sharing and informationexchange with the European Foundationfor the Improvement of Living and Work-ing Conditions (Eurofound). In 2009,Cedefop and Eurofound coorganised aseminar in Thessaloniki to discuss anddisseminate the results of a joint study onthe contribution of social bargaining todevelopment of continuing vocationaltraining (see annex).

Cedefopʼs networks

ReferNet, Cedefopʼs major network is in-strumental in collecting information on na-tional developments and for disseminatinginformation. ReferNet partners have con-tributed to monitoring progress of theCopenhagen process and exchanged in-formation on news, conferences andpublications with Cedefop. ReferNet, isalso instrumental in constantly updatinginformation on national VET systemswhich can be easily accessed through

Cedefopʼs web portal or national ReferNetwebsites (VET in Europe). Through na-tional ReferNet websites the network pro-vides a communication channel to VETstakeholders at national level and helpswide dissemination of Cedefopʼs work.

Skillsnet and TTnet are expert net-works, which are important for developingwork on skill needs and VET teachersand trainers. Such expert networks pro-vide a platform for cooperation withresearchers and stakeholders, which isimportant for methodological develop-ments and validation of research results.


Cedefopʼs impact indicators are strength-ening European cooperation, promoting anevidence-based European VET and skillspolicy agenda and being acknowledged asan authoritative source of information onVET, skills and competences.

Cedefopʼs impact is measured by evi-dence of Cedefopʼs stakeholdersdrawing from and using the outcomes ofCedefopʼs work to bring about policydevelopments. Impacts may be the resultof a long period of work or a combinationof several outcomes. Of course, Cedefopdoes not bring about policy developmentson its own but Cedefopʼs activities may,along with other factors, or indirectly, con-tribute to situational changes in EuropeanVET and related policy.

An evidence-based European VET and skills policy agenda

Ensuring that policy is guided by objectiveevidence and thereby improving final out-comes for European citizens is a priority

for the European Commission, MemberStates and the social partners. Cedefophas strongly supported developing an evi-dence-based VET skills and policyagenda. Entrusted as a key provider ofinformation and analysis on forecastingskill needs and supply, Cedefop with itsnew forecasts for 2020, has provided anupdated context for informing decisionsabout skill development and for majorpolicy documents such as the communi-cation on a shared commitment foremployment (COM (2009) 257, June2009). Moreover, Cedefopʼs report onEuropean VET policy Continuity, consoli-dation and change has provided newknowledge and insights that helped sen-ior policy-makers to agree on newpriorities for training set in the Councilʼsconclusions and the Bordeaux commu-niqué of late 2008.

Such evidence along with otherrequested contributions to policyprocesses and citations in key policy andEuropean level legislative documentsunderline Cedefopʼs overall impact in

Cedefopʼs impact in 2009 | 39

Cedefopʼs impact in 2009

helping define an evidence-based Euro-pean and VET skills agenda.

Stronger European cooperation as Member States implement European tools

Within the Copenhagen process, some ofthe most important political contributionshave been to bring greater transparencyand recognition of knowledge, skills andcompetences across Europe, smoothingjob changes, international mobility or sim-ply giving people more choices oflearning pathways. European cooperationis essential to implement successfully keyEuropean tools such as the Europeanqualifications framework or the Europeancredit system for vocational educationand training. Cedefop has endeavouredto strengthen this cooperation whereverpossible through its expertise and techni-cal advice, and provides platforms forexperience exchange and discussion.

In 2009, Cedefop made a substantialcontribution to both developing and con-solidating common European tools,including their concept, design and imple-mentation. Providing policy advice is animportant way in which Cedefop aims tostrengthen European cooperation in thisarea. Growing demand from high-levelstakeholders for Cedefopʼs input is agood indication of Cedefopʼs impact inhelping further progress. Much ofCedefopʼs support in policy areas goes tothe European Commission, but we alsosupport other European institutions, sen-ior policy-makers in Member States orsupport EU presidency country agendas.

The extent of European cooperation inVET is illustrated by a few examples. TheParliamentʼs and Councilʼs two recom-mendations that established theEuropean credit system for VET and theEuropean quality assurance referenceframework, steady implementation andmonitoring of the European qualificationsframework and continued implementationof the learning outcomes approach – a


major reform to make systems more openand flexible and supportive of lifelonglearning. These are shared achievementsand Cedefop is pleased to play a role.

An authoritative source of information on VET, skills and competences and a well run organisation

Demand for policy advice, requests ormandates to support policy processes, orinvitations to attend and contribute to pol-icy-oriented committees or expert groupsare strong indicators that Cedefop ismeeting its aim to become an authorita-tive source of information on VET, skillsand competences. New Cedefopresearch, such as the latest researchreport, and policy information providedwithin EU presidency contexts increas-ingly help to form the backbone forevidence-based policy at European level,with citations in policy documents a keyindicator of the value of the information

we provide. Performance measurementsto track our support to policy-makingprocesses will further guide our under-standing of the ways Cedefop is havingan effect and is regarded as an authorita-tive source.

Moreover, having correct internal poli-cies, controls, and procedures is anecessary part of having a well-runorganisation. Performance indicatorspoint to an organisation whose efforts areclearly aligned with its strategic objectiveof supporting European VET policy devel-opment. Support services show goodperformance with Cedefopʼs budget exe-cution at 99% (as regards the Communitysubvention, overall 96 %) for 2009 andrecruitment processes completed withindeadlines.

For Cedefop, 2009 was another busyyear, but one in which it can point toachievements and in which its work con-tributed to bringing about change.

(Please see performance measure-ments and indicators in Annex 14).

Cedefopʼs impact in 2009 | 41


Education and training 2010

Informing EU VET policies

Interpreting EU trends/challenges

for skills/competences/learning

Assessing VET’s benefits

Raising the profile of VET

• VET Policy reporting• National VET systems

• VET financing

• EQF• ECVET• Quality assurance• Lifelong guidance• Europass

MTP = Medium-term priorities

• Learning outcomes• Teachers and trainers• Adult learning

• VET benefits (5th research report)• European research overview

• Modernising VET (4th research report)• Older workers• Statistics and indicators

Policy analysis

ReferNet

• Skills forecasting• Skill need and supply• Skills mismatch (Cedra)• Skillsnet

Skills needs analysis

Study visits

MTP 1 MTP 2 MTP 3 MTP 4

• Stakeholders and PR• Web content management• News service

External communication

VET research

Documentation and information

• Databases and reference service• Records management and archives

Publications – Content management

• Editing and translations• Production and dissemination

LEVE

L B

- AB

B AC

TIVI

TYLE

VEL

A -

MTP

LEVE

L C

- PR

OJEC

TS

Work programme 2009Correspondence between Cedefop’s medium-term priorities 2009-11,

activity-based budget activities and projects

Implementation of the work programme 2009, by activity and project | 43

Implementation of the work programme 2009, by activity and project

SPECIFIC OBJECTIVE

INFORMING EUROPEAN VOCATIONAL EDUCATION AND TRAINING POLICIES

Activity: Policy analysis

Policy analysis aims at carrying out comparative and contextualised analysis of policyprogress in VET and reporting on developments in major policy areas, considering in par-ticular the EU policy goals for VET set in the Copenhagen process.

According to the mandate given to Cedefop in the Helsinki and the Bordeaux communiqués, theaim of the activity is to monitor and analyse performance and progress Member States have madein implementing the Copenhagen objectives and priorities to modernise European VET systems,taking into account wider socioeconomic developments as well as links with other policy areas.

Activity impact indicators

The policy report and the Agora conference 2009 is able to inform on policy developments and mod-ernisation of VET systems. Also by showing examples of good practice and VET developments ina global perspective, policy-makers and the public become more aware of the need to considerthe potential VET has and the challenges it faces in the wider socioeconomic context.

Further, outcomes of Cedefop policy reporting which includes comparative analysis of nationalreporting and countries ̓self-assessments, represent one of the most relevant sources for evidence-based European VET policy and decisions on further measures and priorities in the Copenhagenprocess.

Cedefopʼs publications and expertise are widely used for preparing various EU documents (suchas communications, joint reports, progress reports), events and working groups at EU and nationallevels, as was already the case in 2008 (briefings, ministerial meetings, preparation of the Bordeauxcommuniqué).

Outcomes and impact

The policy report and the Agora conference 2009 were able to inform on policy developments andmodernisation of VET systems. About 160 participants were present at the conference, which wasopened by Jan Fígel, Commissioner for Education and Culture. Mr Fígel considered the confer-ence a ʻmilestoneʼ in the Copenhagen process and acknowledged Cedefop as a point of referencefor the VET community worldwide.

Cedefop policy reporting is one of the most relevant sources for evidence-based European VETpolicy and decisions on further measures and priorities in the Copenhagen process (attested bythe important number of downloads of the flyer and the publication).

Informing on national VET systems contributes to providing updated information on VET policyand system developments in Member States, plus Iceland and Norway, simplifying comparativeanalysis on themes directly relevant to the European agenda.

Project 1. VET policy reporting

Monitoring and analysing progress in VET in the Copenhagen process and follow-up of theHelsinki and Bordeaux communiqués.


Other key outputs• Progress in implementing

the Copenhagen objectivesand priorities is analysedand presented in a compar-ative way at various occa-sions and events, takinginto account the wider so-cioeconomic context; pre-pare support documentsand presentations for widedissemination.

• Adjustment of the approachin future reporting activities

• The preparation of the nextreporting exercise, the re-sults of which will be pre-sented during the BelgianPresidency (II/2010) and itsadjustment to future needsand priorities as agreed inthe Bordeaux communiqué

• Contribution to reportingactivities of the DG EAC inthe context of the Educa-tion and training 2010 workprogramme (as done inprevious years)

• Cooperation with DGVT,ACVT, ETCG and otherbodies and committees inthe process of preparationof various European policydocuments and reports.

Publications• 2008 Copenhagen process

policy report ready for theAgora (March 2009) anddisseminated in severallanguages and to majorCedefop partners and pol-icy-makers/stakeholders(first semester, dissemina-tion strategy improved andnumber of recipients to beincreased)

• Online posted national re-ports on VET policy devel-opments (in English) re-ceived from ReferNet (firstsemester). Some reportswill be made available inthe native language byReferNet members.

Conferences and meetingsAgora conference in March2009 for major Cedefoppartners and nationalstakeholders to presentand discuss the findings ofthe analysis and the wayforward, in cooperationwith the Czech Presidency.


Other key outputsThe outcomes of the Cedefopanalysis of progress werepresented at various interna-tional events.Preparation of the 2010 pol-icy report started: themeswere identified and 0-ver-sions of the DGVT question-naire and ReferNet templatewere discussed at the meet-ing of the enlarged coordina-tion group policy reportingand ReferNet core groupmeeting (June 2009). For thefirst time, a draft question-naire was prepared for socialpartners.All draft questionnaires werefinalised in July 2009 andsent for comments.The themes and the roadmapfor the 2010 policy reportwere presented and dis-cussed at the CommissionʼsBruges working group meet-ing and at the spring DGVTand ACVT meetings. After anexternal consultationprocess, final DGVT ques-tionnaire, questionnaire forsocial partners (members ofthe ACVT) and template forReferNet were sent out inOctober 2009, with a dead-line for replies by 15 Febru-ary 2009. Work on 2010 pol-icy report started (deskresearch, identification ofpossible indicators and addi-tional information sources).

PublicationsThe policy report on theCopenhagen process waspublished on 16 March 2009on the occasion of an Agoraconference. Hard copieswere distributed to Europeanhigh-level policy-makers par-ticipating at this conference.The report analyses progressof countries towards achiev-ing the Copenhagen goalsconcentrating mainly on theperiod from end-2006 to2008, but also looking to-wards the future.

Conferences and meetingsThe Agora conference wasorganised on 16 and 17March 2009. The findingsof Cedefopʼs review ofprogress in modernisingVET were discussed withabout 160 participants rep-resenting main stakehold-ers of the Copenhagenprocess (governments, European social partnersand European Commis-sion) and other interna-tional organisations.

Outputs 2009


Other key outputsEstablishment of a workinggroup to discuss the structureof the reports and reexamina-tion of the submission and re-vision procedure.

Other key outputsTo reform thematicoverviews, a new structure, anew title (VET in Europe –Country report) and a simpli-fied submission procedurewas defined and agreed inclose cooperation with Refer-Net and experts in house. Tomeet better the needs of evi-dence-based VET policymaking, the new structure ismore flexible and allows in-clusion of topical issues, suchas the role of VET in the fi-nancial crisis, Europeantools, or comparisons of na-tional and international classi-fications.In addition, user-friendlinessof national VET systems webpage was improved and re-ports were made available inpdf parallel to the databasehtml format reports.

PublicationsComparative reports on VETthemes and recent develop-ments in all Member Statesposted online (in English)throughout the year. Somereports will be available in thenative language on the ReferNet websites

PublicationsAll ReferNet coordinatorshaving partnership agree-ments with Cedefop submit-ted their 2008 Thematicoverviews. By the end of2009, all but two countriessubmitted their 2009 VETin Europe – Country reports(25 in total).26 Thematic overviewsand 12 VET in Europe –Country reports were revised,web formatted and publishedonline at www.cedefop.europa.eu/EN/Information-services/browse-national-vet-sys-tems.aspx both in html andpdf format.Of the remaining 13 VET inEurope – Country reportssubmitted, 10 reports havealready been fully preparedfor publication, while three re-ports are in the stage of finalrevision by ReferNet. Thesereports will be published inthe course of January-Febru-ary 2010.

Conferences and meetings

Conferences and meetingsDuring the ReferNet ple-nary meeting feedbackwas gathered on the 2009VET in Europe – Countryreports template and writ-ten consultation for the2010 update of the tem-plate was initiated.

Output indicators 2009Project 2. Informing on national VET systems

Elaborate and disseminate comparable thematic information on national VET systems and developments, gathered by ReferNet. The online database on national VET systems(eKnowVet) is available for a broader public and can be read both on a cross-national or thematic basis to simplify comparison. Collaboration with the European Commission and Eurydice will continue.

Outputs 2009


Other key outputs• A work programme for 2010

will be proposed in the firsthalf of 2009 and be the ob-ject of specific grant agree-ments to be concluded bythe end of the year

• National research reportsdelivered to Cedefop inSeptember 2009

• Description of the VET sys-tem by end May 2009

• Developing VET-Bib(monthly)

• Providing news on recentdevelopments and new ini-tiatives in VET policy (atleast three times per year)

• Maintaining and updating anational ReferNetwebsite/web pages (contin-uous)

Publications Conferences and meetings• Plenary meeting of the

network in Autumn 2009• Meeting of the national

consortia throughout theyear

• Regional meetings of na-tional networks through-out the year

• Meetings with the Refer-Net core group through-out the year.

Activity: ReferNet

ReferNet is a network to obtain and disseminate information on VET developments in theMember States, Norway and Iceland. Its activities are of common benefit for countries andCedefop. ReferNet is a major source of information on VET systems, policies and research,which feeds into several Cedefop activities. ReferNet provides also information on publi-cations, conferences, recent VET developments and initiatives in the Member States. Finally,the network actively disseminates Cedefop work. The ReferNet network is established un-der multiannual framework partnership agreements until 2011.


The use of the information collected and analysed by ReferNet for several Cedefop activities andmaking comparative results available to a wide audience contribute to better inform policy-mak-ers and the public on European VET systems, developments and policy initiatives as well as re-search.

With the support of ReferNet, Cedefop outcomes and outputs are better disseminated within theMember States.

Outcomes and impact

ReferNetʼs national policy reports and description of national VET systems constitute one of thekey sources of information on national developments for Cedefopʼs policy reporting and analysis,which contributes to the review of the Copenhagen process (see above).

Output indicators 2009


• Dissemination ofnews/press releases on re-cent developments and ini-tiatives in VET policy(monthly)

• Providing information on na-tional conferences, semi-nars and workshops (bian-nually)

• Providing contacts with thepress (biannually).

Other key outputsNote: for 2009, Cedefop con-tracted 27 ReferNet partners(all partners except Luxem-bourg and Malta).

Activities covered by thegrant agreements:• National research reports:

25 reports received. Twocountries were unable todeliver (Greece and Ire-land).

• VET in Europe – countryreports: 26 contributions re-ceived.

• News on recent develop-ments and new initiatives inVET policy: 18 partnersperformed this activity

• ReferNet websites: 26 na-tional websites are online(Norway does not yet haveone).

• Providing information onnational conferences, semi-nars and workshops: 20partners submitted informa-tion using a newly designedworkflow submission sys-tem on the ReferNet ex-tranet

• Providing contacts with thepress: 13 partners con-tributed to Cedefopʼs con-

PublicationsVET in Europe – Country reports: Spotlight on VET –Czech Republic, published infour languages (EN, FR, DE,CS) for the Czech PresidencyVocational education andtraining in Sweden – Shortdescription, published inthree languages for theSwedish Presidency.

Conferences and meetings• ReferNet 2009 plenary

meeting. The new Refer-Net core group memberswere elected during themeeting. Almost 80% ofparticipants rated theevent as good/very good.

• Regional meetings forthe three country groupsin Madrid, Riga andBucharest

• Three ReferNet coregroup meetings.

• A Directorsʼ meeting tointensify cooperation be-tween ReferNet partnerinstitutions and to dis-cuss strategic VET de-velopments in MemberStates, as they affectReferNet partners.

Outputs 2009


Activity: VET research

The activity is to review, analyse and report on VET research and related fields includinglinks with the economy and labour market; to initiate new research that can fill in knowledgegaps; to promote cooperation and exchange with the research community; and to foster net-working and communication between researchers, policy-makers and practitioners.

The aim of the activity is to analyse, review and contextualise current VET research inEurope on the modernisation of VET and provide stakeholders and the broader public with re-search findings and statistical data which are of relevance for and can back up evidence-basedpolicy-making.


Policy-makers and other stakeholders are informed about research findings on the modernisationof VET and their relevance and implications for policy-making.The analysis of the enterprises training patterns in Europe as well as of the working and learningbehaviour of older workers triggers reflection on adequate incentives to promote continuing voca-tional training.

Cedefop expertise in VET research and international VET statistics is sought after by key stake-holders in various events and working groups, as was already the case in previous years (suchas participation in Eurostat working groups and task forces, in EU and OECD expert groups or invarious research conferences and seminars).

Outcomes and impact

Impact among policy-makers and stakeholders, by informing them of research findings on VET mod-ernisation, will start once the whole research report (all volumes) is published and disseminated.It will be monitored as part of Cedefopʼs PMS in 2010.

Cedefop expertise in VET research and international VET statistics continues to be sought af-ter by key stakeholders in various events and working groups, and is attested by our participation

tacts database by sendingupdated lists of media con-tacts

• ReferNet national consortiasupported Eurydice updat-ing the Structures of educa-tion and training systems inEurope.

• By the end of the year, byway of two procurementprocedures (April and September), 28 specificgrant agreements wereconcluded with Cedefopʼspartners for ReferNet 2010action. No proposal was received from one partner.

Other key outputs• Particular research findings

are analysed in a compara-tive and contextualised wayand published separately, ifconvenient

• Active dissemination of the results to the media,Cedefop stakeholders, in external conferences andmeetings.

Other key outputsFindings of the report werepresented at the internationalconference on research inlifelong learning in June 2009and at the European confer-ence on educational researchin September 2009.Other dissemination activitieswill take place in 2010.

Publications• Fourth synthesis report on

VET research Modernisingvocational education andtraining (secondsemester),based on the Backgroundreports with original contri-butions from researcherspublished in 2008

• Flyer and executive sum-mary for broad distribution(second semester).

PublicationsThe fourth research reportModernising vocational edu-cation and training was pub-lished, the synthesis report,all three volumes of the back-ground report and the execu-tive summary are availableonline from the Cedefop web-site for downloading.Background reports and theexecutive summary are alsoavailable in print.

in various external events and conferences (see indicator on participation in policy events and otherconferences).

Project 1. Modernising vocational education and training

The Fourth report on VET research - Modernising vocational education and training examines themain VET policy priorities agreed in the Copenhagen process from a research perspective and putsthem in a wider context. The report reviews, among other things, developments linked to an age-ing workforce, the need for enterprises to learn and innovate, and the goal to increase social co-hesion and reduce social exclusion. It also examines how VET systems are modernising in responseto these pressures and the priorities set in the Copenhagen process. These include attracting morepeople into VET, implementing qualification systems and frameworks based on learning out-comes, the professional development of VET teachers and trainers, and improving guidance andcounselling to help people manage their careers.




Outputs 2009


Other key outputsInitiate a research project thataddresses older workersʼlearning behaviour and work-ing performance from a neu-rological and educational per-spective and synthesisecritically other streams of re-search on this subject.

Other key outputsThis research project hasbeen cancelled. Related re-search on ageing workers iscontinuing in Cedefopʼs skillmismatch activities.

Other key outputs• Statistics are analysed and

provided in a comparativeand contextualised way

• Better exploitation of LFSdata, including national data

• Statistical support servicesincluding web, review andcontribution to various publi-cations, data provision andin-house information service

• Support future methodologi-cal developments by:

PublicationsA reader on working andlearning at old age, contain-ing the proceedings of aworkshop held in September2008 (second semester).

PublicationsThe reader was sent to edit-ing and will be publishedearly in 2010.

PublicationsKey results and analyses ofthe third European continuingvocational training survey inenterprises (second semes-ter).


Conferences and meetingsWorkshop on the furtherdevelopment and improve-ment of the European con-tinuing vocational trainingsurvey in enterprises in(autumn 2009).

Project 2. Working and learning of older workers

Carry out analyses of current research and developments to provide new insights on older work-ers and the interrelation between ageing and working performance and learning behaviour, to sup-port evidence-based active ageing policies.


Outputs 2009

Project 3. Statistics and indicators

Support evidence-based policy and practice in VET by providing sound statistical evidence on VETrelated issues, support statistical activities at European and international levels and further developquality, methods and data collection.



– A study on the adult educa-tion survey

– Cooperating actively withpartner organisations suchas Eurostat and the OECD,and participating in variousinternational workinggroups and meetings.

Other key outputs• CVTS workshop and other

written contributions toCVTS4 to improve VET sta-tistics, as requested by theCopenhagen process, draftCommission regulation onCVTS4 currently under con-sultation.

• Selected national LFS dataand methods analysed byprogramme orientation; pre-sented to OECD-INES andEurostat EVHOS task force.

• ISCED review paper con-cerning VET provided to theUnesco Institute for Statis-tics.

• Statistics webpage continu-ously updated, includingCedefop homepage statis-tics of the month;

• Study on adult educationsurvey cancelled due tobudgetary constraints.

PublicationsDraft final report received onanalysis and evaluation ofCVTS3; publication and brief-ing note in preparation.

Conferences and meetings• The CVTS workshop held

at Cedefop provided di-rect recommendations fordevelopment of the fourthCVTS. It included statisti-cians, European policy-makers including the so-cial partners, researchers,and industry representa-tives; 80% of participantsrated the event asgood/ʻvery good.

• Substantial contributionsto the Eurostat CVTS4task force on preparationof the fourth CVTS; to Eu-rostat, AES task force onuser needs, evaluation ofthe pilot survey andpreparation of the nextfull-scale survey;

• to the Eurostat task forceon education variables forhousehold surveys;specifically on coverageof VET in the LFS (andapprentices/trainees) andrelevant measurement ofeducational attainment;

• Participation in OECDINES, learning networkon adult learning indica-tors considering, specifi-cally future PIAAC out-comes;

• SGIB, contribution to theDG EAC progress report2009.

Outputs 2009


SPECIFIC OBJECTIVE

INTERPRETING EUROPEAN TRENDS IN AND CHALLENGES FOR SKILLS, COMPETENCES AND LEARNING

Activity: Skill needs analysis

To identify early and anticipate emerging and future skill developments and analyse skillsmismatches at European, national, sectoral and company/occupational levels and transferresults to support education and training policies.


By allowing policy-makers, social partners, researchers, and practitioners to gain and exchangeinformation and expertise on skill needs analysis and anticipation at European and internationallevels, Cedefop supports the transfer of results into education and training policies. Active partic-ipation of, and communication with, experts in this field is ensured by participating in EC workinggroups and by Cedefopʼs Skillsnet platform.

By improving labour market intelligence through forecasting and analysing skill needs and skillmismatch at different levels, the activity supports policy-making in education, training and employ-ment.

Cedefop expertise in skill needs analysis is sought after by stakeholders in various events andworking groups, as was already the case in 2008.

Outcomes and impact

In 2009, Cedefop supported an evidence-based European skills policy agenda by participating invarious EC working and steering groups (NSNJ expert group in particular) and by providing newknowledge, insights and policy advice based on its skills analysis. Results of skills analysis andother findings were presented at various high-level meetings and events in Europe and beyond(Czech and Swedish Presidency conferences, EESC study group meetings, ACVT, EU-US roundtable, etc.).

Cedefopʼs expert network Skillsnet actively supported the transfer of results into education andtraining policies at all levels by allowing policy-makers, social partners, researchers and practition-ers to discuss and exchange information and expertise related to skills analysis (Agora conference,restructuring forum on sectorsʼ NSNJ).

Cedefop has become an authoritative source on trends in skill demand, supply and mismatchin Europe (e.g. one indicator to analyse and monitor employment guidelines is based on Cedefopʼsforecast, various national skills analyses refer to Cedefopʼs forecast, Cedefop skill needs analy-sis work is referenced in Employment in Europe 2009). This is also attested by the high numberof downloads of skill needs synthesis reports on skill demand and supply.


Other key outputs• Develop regular forecasts of

skill demand and supply in-cluding various scenarios,such as a policy/impact sce-nario, if feasible

• provide detailed analysis ofpotential labour market im-balances

• explore the feasibility to de-velop a model/methodologyon the interaction betweenskill demand and supply

• continue participation in ac-tivities by DG EAC and DGEMPL, as for example in2008 on the communicationfrom the Commission on thenew skills for new jobs ini-tiative.

Other key outputsDevelopment of regular fore-casting of skill demand andsupply is in progress. Resultswere finalised in December,including three different sce-narios taking into account theeconomic crisis as well as adetailed analysis of potentiallabour market imbalances.Work on exploring the feasi-bility of a model/methodologyon the interaction betweendemand and supply started.Cedefop was a member ofthe expert group on newskills for new jobs (NSNJ) es-tablished by the EuropeanCommission and contributed

PublicationsResults of skills supply fore-cast and analysis of potentialfuture labour market imbal-ances (second semester).

PublicationsResults of skill supply fore-cast as well as conceptualand methodological issuesrelated to potential labourmarket imbalances were pub-lished (synthesis report andflyer in six languages) anddiscussed at the Agora con-ference in June.The background technical re-port for the skill needs fore-cast was published in au-tumn.Preparation of publicationsrelated to new updated re-sults of skill supply and de-mand projections started inDecember.

Conferences and meetings• Agora conference during

the first semester to pres-ent and discuss mainlyresults of the skills supplyforecasts and potentiallabour market imbal-ances, possibly in coop-eration with the CzechPresidency

• Expert workshops to dis-cuss the methodologyand validate data for reg-ular forecast of skill de-mand and supply (secondsemester).

Conferences and meetingsThe Agora conferenceʼMatching skills and jobs:anticipating needs in chal-lenging timesʼ was organ-ised on 11 and 12 June inThessaloniki in cooperationwith the European Com-mission (DGs EAC andEMPL). The conferencebrought together re-searchers, policy-makers,social partners and practi-tioners to discuss, withinthe framework of the newskills for new jobs initiative,results of the skill supplyforecast, identification andscope of labour market im-

Project 1. Forecasting skill demand and supply

Forecasting skill demand and supply in Europe by projecting and analysing future skill needs andsupply and their potential imbalances.


Outputs 2009


to its work and the report tobe published in 2010.The forecast results werepresented at several high-level meetings and confer-ences (such as Czech andSwedish Presidency events,ACVT). Cedefop was alsoasked by the European Eco-nomic and Social Committeeto provide its expertise for anopinion on NSNJ communi-cation from the Commissionand for the exploratory opin-ion on establishment of Euro-pean sectoral skill councils.An indicator based on theforecast to analyse and moni-tor employment guidelineswas endorsed by EMCO inJune.Cedefop supported work onthe 16 sectoral studies devel-oped by DG EMPL by provid-ing its expertise and back-ground data from skillforecasts.

Other key outputs• Carry out exploratory work

on employersʼ surveys as atool to identify future skilland training needs in publicand private enterprises inEurope, also involving so-cial partners; if feasible,start developing a pilot European employersʼ skillsurvey

PublicationsResults of the feasibility studyʼEmployersʼ survey on skillneeds in Europeʼ (second se-mester; online).

balances and skills mis-matches, employers skillneeds and specific sectorskill needs as well as part-nerships between educa-tional institutions and en-terprises.Evaluation of the event byparticipants was very posi-tive.An expert workshop to dis-cuss the methodology forregular projections of skillsupply and demand wasorganised in June in Thes-saloniki. A second expertworkshop took place in Oc-tober in Malta to discussthe draft results of the skillsupply and demand fore-cast for Europe.

Conferences and meetings• Expert workshop on re-

sults and follow up of thefeasibility study on em-ployersʼ skill survey inEurope (first semester)

• Expert workshop onmethods and ap-proaches for skills analy-ses in particular sectors,in cooperation with Euro-

Project 2. Identifying skill needs in sectors and enterprises

Enrich knowledge on future skill needs in Europe by qualitative and quantitative information on skilland competence needs in different economic sectors or areas of strategic importance and on skilland training needs in enterprises as reported by employers.



• Carry out an overview ofnational sectoral ap-proaches and methodolo-gies to identify skill needswith their possible utilisa-tion at European level, alsoby involving the social part-ners.

Other key outputsExploratory work on the fea-sibility of European employersurveys to identify future skillneeds in enterprises was fi-nalised. Development of asurvey instrument started.Cedefop is a member of DGEMPL steering groups onsectoral studies and its fol-low-up (feasibility study onsectoral councils, restructur-ing forum, etc.).A new research activity onskills for green jobs started,jointly with ILO. It investigatesnew and changing occupa-tional profiles, greening of ex-isting occupations, and identi-fying skills and occupationsthat become obsolete. Six EUcountries and another 15 ILOcountries outside Europe arebeing analysed.Cedefop contributed to theforum on climate change: im-pact on employment with asector flash on the greeneconomy.Cedefop also participated inthe steering committee re-sponsible for preparing thesector´s new skills for newjobs restructuring forum in

PublicationsThe feasibility study was fi-nalised in September andpublication is in progress.Two new Skillsnet sectorflashes were published on-line: skill needs in healthcare(in March) and skill needs forthe green economy (in June).Future skill needs for thegreen economy, a publicationbased on an expert workshopheld at Cedefop in 2008 ap-peared in October.

found (second semester)• International seminar on

measuring generic workskills, in cooperation withthe OECD in February2009 (pilot results fromthe job requirements ap-proach module of theprogramme for interna-tional assessment ofadult competences – PIAAC).

Conferences and meetingsAn international seminaron measuring generic workskills, in cooperation withthe OECD was organisedin February 2009 in Thes-saloniki. The pilot resultsfrom the job requirementsapproach module of theprogramme for interna-tional assessment of adultcompetences – PIAACwere discussed as well asseveral national initiativesto measure and analysethe economic contributionof generic work skills.An expert workshop on theinterim results of the feasi-bility study on employerskill survey in Europe wasorganised in May in Milano.The expert workshop onmethods and approachesfor skills analyses in partic-ular sectors was cancelledin favour of the new activityon skills for green jobs(agreed in the Bureau inApril 2009).Cedefop supported the in-ternational conference onʻclimate change: a social

Outputs 2009


December 2009 and was ac-tively involved in two of sixworkshops (one dedicated tothe link between Cedefop´sskills analysis and sectoralstudies and gathered 40% ofall participants).

Other key outputs• Analyse and disseminate

research findings that pro-vide new insights on differ-ent types of skill mismatch,particularly skill obsoles-cence, overeducation andskill shortages, their impactat various levels and theirpolicy implications, as wellas the effectiveness of poli-cies directed at reducingskill mismatch;

• Preparatory activities forempirical studies on currentgaps in skill mismatch re-search.

Other key outputsPreparatory activities for em-pirical studies on mismatchtook place in the context ofdrawing a Cedefop roadmapfor future research.A first empirical study on skillmismatch among ageingworkers, which addressesfactors that contribute andcounteract skill mismatch anddiscusses its implications

PublicationsFirst study on a taxonomy ofskill mismatch based on: (a)type of skill mismatch; (b)level of analysis; (c) methodsused to assess skill mis-match; (d) nature of the im-pact (transitory/permanent,short-/medium-/long-term);;and (e) policy measures ef-fective in addressing skillmismatch (second semester).

PublicationsA roadmap on priorities for fu-ture research on skill mis-match published online as aCedefop working paper (firstsemester)A study on the taxonomy ofskill mismatch was finalised.A publication manuscript wasprepared for publication inearly 2010.

and educational perspec-tiveʼ organised at Cedefopʼs premises in cooperation with the European Commissionrepresentation in Greece.

Conferences and meetingsWorkshop on policy to ad-dress and/or prevent skillmismatch (second semes-ter)

Conferences and meetingsA workshop on skill mis-match was held as part ofthe Agora conferenceʻMatching skills and jobsʼ(June).

Project 3. Analyse skill mismatch and its impact

Carry out theoretical and empirical research to provide policy-makers with new knowledge and re-search findings about various forms of skill mismatch, their impact, and implications for policy.


Outputs 2009


started. The study will bepublished in the first semes-ter of 2010.Participation in various con-ferences and events.

Other key outputs• Expand the Skillsnet net-

work to include more coun-tries and experts, andmaintain fruitful and effec-tive cooperation with Skill-snet members

• Share constantly informa-tion about main trends anddevelopments in skill needsand supply in Europe, bothin a quantitative and quali-tative perspective

• Develop further Skillsnetweb pages.

Other key outputsSkillsnet network includesaround 350 registered ex-perts active in early identifica-tion of skill needs. All mem-bers receive regular updateson Skillsnet activities andproducts.Information about maintrends and developments areshared within Skillsnet on anongoing basis and membersof specific Skillsnet expertpanels contribute to Cedefopactivities.

PublicationsRegular newsletters andother information material, in-cluding working and discus-sion papers, both in print andonline.

PublicationsA new issue of the Skillsnetnewsletter was published inDecember.New working and technicalpapers on forecasting skillsupply are available online toSkillsnet members.



Project 4. Skillsnet

Manage the Skillsnet network – a platform bringing together highly qualified researchers and ex-perts to discuss methods and outcomes of skill needs analyses and anticipation at European andinternational levels.


Outputs 2009


Skillsnet website is continu-ously updated and developedfurther in line with the newCedefop web portal require-ments.

SPECIFIC OBJECTIVE

ASSESSING VOCATIONAL EDUCATION AND TRAININGʼS BENEFITS

Activity: VET research

The activity is to review, analyse and report on VET research and related fields includinglinks with the economy and labour market; to initiate new research that can fill in knowledgegaps; to promote cooperation and exchange with the research community; and to foster net-working and communication between researchers, policy-makers and practitioners.

The aim of the activity is to improve knowledge on the economic and social benefits of VET forindividuals, social groups, enterprises, economic sectors and for societies as a whole; to assessvarious returns to investments in VET at different stages of the life cycle and compared to otherpossible of educational investments. Such knowledge is crucial for the foundation of policies andmeasures related to initial and continuing VET.


By providing evidence of the specific economic and social benefits of VET, as compared to otherlearning pathways, Cedefop fills in a knowledge gap and informs education and training policy aswell as future economic and social research.

Cedefop is being cited in the international literature on VET research for its work on the eco-nomic and social benefits of VET. Decision-makers are aware of the benefits of VET and take theminto account in their policies.

Outcomes and impact

Outcomes will start being generated once individual studies on various types of benefits are pub-lished and disseminated. It will be monitored as part of Cedefopʼs performance measuring system(PMS), starting in 2010.

Project 1. Report on European research on the economic and social benefits of VET

Carry out empirical research to provide policy makers and researchers with new knowledge andresearch findings on the economic and social benefits of VET. Prepare a background and synthe-sis report presenting theories, methods and results of research and drawing implications for pol-icy-making, to be published in 2011 as Cedefopʼs fifth research report.


Other key outputsDesign, develop and monitorresearch to break newground on the specific bene-fits of VET, covering botheconomic and social out-comes and including all lev-els – society, sectors, compa-nies, individuals and groupsof individualsSynthesise critically availableresearch on the benefits ofeducation and VET and re-view the theories, methodsand data that are applied tothe field.

Other key outputsStudies on the economic andsocial benefits of VET are on-going. Work is progressing asplanned and first findingsshould be disseminated mid-2010. Synthesis work willstart in 2010.A contract was establishedfor a two-year research pro-gramme on the macroeco-nomic benefits of VET.

Other key outputsCompilation and analysis ofnational research reports toprepare an analytical sum-mary to be included in

Publications

Publications

PublicationsOnline publication of nationalresearch reports provided byReferNet on research on theeconomic and social benefits





Project 2. Overview on European research activities

The European research overview (ERO) promotes VET-related cross-national research and sup-ports the exchange of knowledge and information. It carries out analyses of current research anddevelopment activities by applying quantitative and qualitative research methods in comparativeeducation. The thematic focus in 2009 is on the economic and social benefits and financing of VET.


Outputs 2009


Cedefopʼs report on the eco-nomic and social benefits ofVET, to be published in 2011.

Other key outputsIn 2010, thematic readers willbe prepared by Cedefopbased on national researchreports. Thematic readers willaddress issues of cross-na-tional interest, including theeconomic and social benefitsof VET.

Other key outputs• Disseminate the study on

VET policies in non-EUcountries (which includes financing);

of education and financing ofVET in Member States, Nor-way and Iceland, by Decem-ber 2009.

PublicationsTwenty-four national researchreports were received and re-viewed. They will be pub-lished online in 2010.

Publications• Tax incentives to promote

education and training,which presents an analysisof six Member States (firstsemester);


Conferences and meetings• Conference on tax treat-

ment of education andtraining expenses, in co-operation with DGTAXUD (first semester);seminar on (developing)

Outputs 2009

Activity: Policy analysis

Policy analysis aims at carrying out comparative and contextualised analysis of policyprogress and reporting on developments in major policy areas, considering in particular theEU policy goals for VET set in the Copenhagen process.For this specific objective, the aim of the activity is to inform stakeholders on the level, trends andpatterns of VET financing, including CVT.


The level, trends and patterns of VET financing are better known by key stakeholders and this con-tributes to the exchange of good practice.

Project. Innovative mechanisms in VET financing

Carry out comparative policy analysis of new models and trends in VET financing in European andin competitor countries, with focus on cost-sharing policies and innovative funding mechanisms,such as sectoral training funds, individual learning accounts, loans and tax incentives.



• Carry out a study on loansand potential involvementof financial institutions.

Other key outputs• A study ʻThe role of loans

in financing VETʼ waslaunched in December2009.

• VET financing mechanismin selected Member States(VET cost-sharing instru-ments in EU-12; second semester).

Publications• Individual learning ac-

counts, Cedefop Panorama• Tax incentives to promote

education and training waspublished in May 2009.

• Sharing the costs of voca-tional education and train-ing. An analysis ofschemes in the newer EUMember States was pub-lished in October 2009.

VET cost-sharing poli-cies/ instruments in EU-12 (first semester);

• Conference on VET fi-nancing in non-EU coun-tries in cooperation withETF, OECD and ILO(second semester).

Conferences and meetings• The conference ʻTax in-

centives for educationand trainingʼ in coopera-tion with DG TAXUD andDG EAC took place on22 September 2009 inBrussels. Of participants,88% rated this eventgood/very good.

• The conference ʻSharingthe costs of training inthe newer EU MemberStatesʼ was organised on15 and16 October 2009in Thessaloniki. Of partic-ipants, 94% rated thisevent good/very good.

• The conference ʻVET fi-nancing in non-EU coun-triesʼ in cooperation withETF, OECD and ILO(second semester) wasdropped in favour of aconference (rather than aseminar) on developingVET cost-sharing poli-cies/ instruments in 12newer EU MemberStates.

Outputs 2009


SPECIFIC OBJECTIVE

RAISING THE PROFILE OF VOCATIONAL EDUCATION AND TRAINING

Activity: European journal of vocational training

The European journal of vocational training is a scientific journal aiming at informing Eu-ropean VET policies and at contributing to the debate and discussion on vocational train-ing in Europe, by publishing quality articles on research, practices, policies and innovationin this field.


Provide a platform for disseminating findings of research, policy and practice in Europe and be-yond.

After due consideration of possible alternatives, in June 2009, Cedefop Governing Board de-cided to cease publication of the EJVT as from 2010 to allow the organisation to concentrate oncore activities, at the service of key stakeholders and in line with the political mandates given toCedefop. Despite discontinuing its academic journal, Cedefop will continue to produce the researchreport, analyse national contributions to produce European reviews of key research issues, anddevelop research projects that can provide the necessary evidence on VET and skills for policy-makers across Europe. It will continue to provide platforms for disseminating research findings ofresearch into VET policy and practice in Europe and beyond.


Other key outputsCall for expressions of inter-est to take over EJVT publi-cation process;Proposals to the GoverningBoard on the future of the Eu-ropean journal and decisiontaken in June 2009.

Other key outputsA detailed analysis of conse-quences of ceasing or contin-uing publishing the EJVT wasprepared and presented tothe GB in June. The decisionto discontinue the publicationwas taken based on the find-ings of this analysis. .As part of the above analysis,

PublicationsThree issues, in English only:• No 46 (I/2009) on higher

education and VET;• No 47 (II/2009) a general

issue;• No 48 (III/2009) on assess-

ment, recognition and certi-fication of non-formal andinformal learning.

PublicationsIssues No 45 (III/2008) andNo 46 (I/2009) - a thematicissue on higher educationand VET - were published.The remaining two issues ofthe EJVT (Nos 47 and 48)will appear in 2010. No 48will, on top of a dossier onthe assessment, recognition

Conferences and meetingsOne meeting of the edito-rial committee.

Conferences and meetingsThe meeting of the editorialcommittee was cancelledfollowing the GB decisionto cease publishing theEJVT from 2010. The lastmeeting of the editorialcommittee took place inDecember 2008.

Outputs 2009

a call for expression of inter-est was addressed to about500 commercial publishers inSpring. Five expressions ofinterest were received.An information campaign tokey stakeholders on reasonsfor ceasing the publicationwas undertaken end Juneand early July.

and certification of informaland non-formal learning, in-clude all remaining generalarticles (following the deci-sion to discontinue the EJVTfrom 2010).


SPECIFIC OBJECTIVE (MEDIUM-TERM PRIORITY)


ABB activity: Education and training 2010

Education and training 2010 provides a European framework for policy cooperation betweenMember States and the Commission in education and training.

To achieve its specific objective ̒ Informing EU VET policiesʼ, Cedefop will continue to contributesignificantly to the conceptual development, design and implementation of the European principles,tools and frameworks for VET and lifelong learning aimed at improving transparency of qualifica-tions and increasing mobility of learners and workers. Active cooperation with the ETF and the ILOwill be ensured, especially on developments on qualifications frameworks and mobility tools.

Activity impact indicators 2009

By end 2009:• Cedefopʼs technical, scientific and coordination support to the clusters, networks and working

groups set up to implement the Education and training 2010 agenda has fostered the develop-ment and implementation of common European tools and principles at Member State level andhas increased the basis for comparison and European cooperation in education and training;

• Cedefopʼs independent comparative studies and analyses on quality assurance mechanisms inaccreditation and certification of VET provision, credit systems and qualifications framework, life-long guidance policies and strategies have identified and filled knowledge gaps, have fed directlyinto policy-making and institutional developments at EU, national and sectoral levels and con-tributed to coherent implementation of European principles, tools and frameworks;

• Cedefopʼs work has increased awareness of links and compatibility between European tools(ECVET, EQF, Europass).

• Cedefop is acknowledged as a key institutional actor regarding common EU tools, principles andframeworks, including through explicit mention in EU policy and working documents, requestsfor technical and scientific advice by EU policy-makers and stakeholders, membership in Euro-pean boards/committees, invitations to contribute to international and EU major events.


Other key outputsThe EQF advisory group andsubgroups are, in close coop-eration with DG EAC, suc-cessfully supported in orderto ensure coherence andtransparency of the EQF im-plementation; conceptual andbackground information is de-veloped.A study is carried out to ex-amine to which extent VETtakes place at qualificationslevels 7 and 8 of the EQF.Possibilities and obstacles inthis field are identified andcurrent trends assessed.An in-house analysis is car-ried out to map the rapid de-velopment of national qualifi-cations frameworks (NQFs)and to identify their mainstrengths and limitations.The outcomes of testing andpiloting of the EQF within LdVand LLP are analysed andcross-sectoral trends identi-fied.The EQF information platform, based on 2008Cedefop pilot project, is finalised and used as a basisfor the referencing of nationalqualifications levels to theEQF. The information plat-form is also developed to re-spond to the needs of sec-toral organisations whenusing the EQF.

PublicationsA comparative study on howcertification processes arequality assured is publishedduring the first semester2009 and widely dissemi-nated. The studyʼs resultsrepresent substantial input tothe subgroup of the EQF ad-visory group on quality assur-ance issues.


Project. The European qualifications framework for lifelong learning – EQF

The European qualifications framework (EQF) is a translation grid for qualifications throughout Eu-rope aimed at supporting cross-border mobility and facilitating lifelong learning. In 2009, Cedefopwill continue, in close cooperation with the Commission, to provide scientific and coordination sup-port to the EQF advisory group (and its subgroups) and carry out a number of independent com-parative studies and analyses on issues not sufficiently covered.



Output 2009

The comparative study The relationship between quality assurance and VET certification in EUMember States was published online (July) (http://www.cedefop.europa.eu/EN/Files/5196_en.pdf)and in hard copy (August). The study analyses the way certification processes are quality assuredin Member States and how this influences the credibility of qualifications. The study supports EQFimplementation by clarifying conditions for mutual trust between national qualifications systems andframeworks.

The study ʼVocational education and training (VET) at EQF levels 6 to 8ʼ was successfullylaunched to examine to which extent VET takes place at the highest EQF levels. The inception re-port is available.

Cedefop continued to coordinate, jointly with the European Commission, the EQF Advisory Group(AG) and its subgroups. The EQF AG met twice (March and September). Cedefop was involvedin writing all background documents, either alone or in cooperation with DG EAC and ETF. The sub-group (B) on quality assurance and mutual trust met four times (January, February, April and June).Cedefop contributed substantially and coordinated drafting of the written proposals produced bythe subgroup. The subgroup on sectors (C) met in January, May and November 2009; Cedefopcochaired the meetings and provided analytical papers and substantial content input. Work on theEQF information platform continued during 2009 with technical support from Cedefop, on contentas well as the IT side. A web tool to accompany the referencing process was made available. Threemeetings of this group were held in 2009.

An EQF discussion and guidance note on the added value of national qualifications frameworkswas finalised by Cedefop (in cooperation with Mike Coles of the QCA) in May 2009. The note willbe published by DG EAC and used to support development and implementation of NQFs acrossthe EU.

An in-house analysis and mapping of developments of national qualifications frameworks(NQFs) was carried out for all countries taking part in the Education and training 2010 process andmain trends and developments, including stakeholders ̓involvement, identified. The first report De-velopment of national qualifications frameworks in Europe was published online in September 2009(http://www.cedefop.europa.eu/EN/publications/5030.aspx).

Results were presented to the EQF AG (September), of peer learning activities (PLAs) of thecluster on learning outcomes on (i) learning outcomes as a bridge between HE and VET (Berlin,June) and (ii) on stakeholdersʼ involvement in NQFs (Malta, October). Cedefop was invited to con-tribute to 14 events on EQF/NQF, based on invitations from national stakeholders (UK/Scotland,Ireland, Malta, Sweden, Germany, Estonia, Poland, Belgium/Flanders, Greece, Austria) and to threeevents, following an invitation from stakeholders outside the EU (Switzerland, Canada and Aus-tralia).

A discussion paper ̓ The development of NQFs in the European Union, main tendencies and chal-lengesʼ was prepared by Jens Bjørnåvold and Slava Pevec Grm.

A discussion note on how learning outcomes can be used for describing levels in NQFs was pre-pared for the PLA in December 2009.

In-house analysis of the outcomes of 2006 EQF test and pilot projects (within LdV and LLP) wascarried out in April and September. The analysis focused on the sectoral and the learning outcomesapproaches and the results fed directly the work of EQF advisory group (sectoral subgroup) andthe cluster on learning outcomes. To continue follow-up and analysis of the test and pilot projectsfor 2007-08, Cedefop organised a second workshop ʼTesting the EQF in test and pilot projectsʼ on5 and 6 November in Brussels. Around 40 project promoters and experts presented their projects,exchanged experiences and analysed their preliminary/main findings.

Cedefop provided substantial input to the international conference ̓ The EQF - linking to a glob-alised world ̓(Brussels, January 2009, about 200 participants) organised by ETF in cooperation with


Other key outputs• Cedefop has actively and

substantially contributed tothe European ECVET usersʼguide (available by end of2009);

• Cedefop has been active indeveloping the EuropeanECVET network (to be setup by the Commission in2009);

• Cedefop has supported theCommission in the contextof the European ECVET ex-perimentation projects.

• A study is launched on re-quirements and possibilitiesfor a credit system for life-long learning in Europe onthe basis of the credits sys-tems currently in use in theEuropean education area:the European credit transfersystem for higher education

Publications• A brochure is published on

the implementation ofECVET at national, re-gional and sectoral levels inEurope;

• Articles are drafted andpublished in the Europeannewsletter on ECVET (is-sued by the Commission inthe framework of its call onimplementing ECVET).

Conferences and meetings• One workshop on issues

related to ECVET imple-mentation (units andcredits) is held – secondsemester 2009.

• One workshop onECVET-ECTS related is-sues takes place inSpring 2009. The pro-ceedings of the work-shop are widely dissemi-nated in the firstsemester 2009.

Cedefop and the Commission. Cedefop contributed to the conference background documents, dis-tributed three publications (The shift to learning outcomes, Validation of non-formal and informallearning and a double issue of the European journal on the EQF) and played a very active role inthe agenda (two keynote speeches and participation in the concluding panel). The conference gavehigh visibility to and recognition of Cedefopʼs work on EQF and learning outcomes.

Articles published• Rena Psifidou: ʼEuropean tools for lifelong learning and lifelong mobility: the role of Cedefopʼ, in

conference proceedings of the Balkan Society for Pedagogy and Education at the internationalconference on further education in the Balkan countries (Turkey).

• Loukas Zahilas: ʼThe European qualifications framework (EQF) - A tool to describe and comparequalificationsʼ, in Dossier ADAPT, No 22, November 2009 (http://www.adapt.it).

Project. European credit system for vocational education and training – ECVET

The European credit system for vocational education and training (ECVET) is a tool to promoteEuropean mobility in VET and access to lifelong learning for young and adult learners. In 2009,Cedefop will continue to provide technical and scientific support to the Commissionʼs working groupson ECVET towards adoption of the ECVET recommendation and will follow up ECVET implemen-tation at national, regional and sectoral levels.



(ECTS) and Europeancredit system for vocationaleducation and training(ECVET).

• A study on the relationshipbetween credit systemsand qualifications frame-work is finalised (autumn2009) and published (end2009/beginning 2010). Sce-narios for a credit and qual-ifications framework at EUlevel are developed.

• Two workshops are or-ganised on the relation-ships between credit sys-tems and qualificationsframeworks (Februaryand September 2009)

Output 2009

Cedefop was strongly involved, with the European Commission, in the ECVET launching/imple-mentation process at EU level, including by: contributing substantially to drafting the EuropeanECVET usersʼ guide for experimentation (http://www.cedefop.europa.eu/EN/news/3894.aspx) andthe ECVET brochure (http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/flyer_en.pdf);participating in the first two meetings of European ECVET pilot projects. Cooperation has followedthe lines agreed between Cedefop and the European Commission in March 2009.

In the context of the ECVET recommendation, Cedefop provided substantial content input to theECVET/EQARF policy launching conference under the Czech Presidency (Prague, May 2009). Theusersʼ guide was finalised for the technical launching conference on ECVET and EQARF (Novem-ber 2009), which was coorganised by the European Commission and Cedefop (from agenda set-ting to coauthorship of conference documentation). The conference gathered around 300 partici-pants representing key VET stakeholders at European and national levels. The ECVET workshopsoutlines are currently being finalised for publication as they attracted great interest from delegates.The workshop outlines are available on the Cedefop virtual community on credit systems and qual-ifications framework. For the ECVET November conference, a briefing note On the move: learn-ing and mobility come closer (http://www.cedefop.europa.eu/EN/Files/9018_en.pdf) was pub-lished in six languages. It presents the state of play on ECVET in Europe.

By monitoring and supporting ECVET pilot projects, Cedefop also contributed to the EuropeanECVET bulletin: in May 2009 with an article on the outcomes of Cedefopʼs activities and forthcom-ing events (recent Cedefop publications, relevant to ECVET, Cedefop EQF testing workshop,http://www.cedefop.europa.eu/EN/news/4284.aspx); in July 2009 by providing information onCedefop forthcoming events (October 2009 qualifications conference, November 2009 LdV work-shop, http://www.cedefop.europa.eu/EN/news/4043.aspx), and in October 2009 with an article ̓ Un-derstanding the relationships between sectors and the European qualifications frameworkʼ(http://www.ecvet-projects.eu/Bulletins/ArchivedBulletin.aspx?id=6).

In 2009, the issue of links between EU tools and permeability and progression was dealt within two studies. The study on the relationships between credit systems and qualifications frameworkswas finalised in December 2009; the draft report is available and the results will be presented atan expert workshop in January 2010. The report demonstrates the complexity of the links betweenthe European tools (ECTS, ECVET, EQF, QF-EHEA) by analysing the functions and nature of eachtool, and the genesis and rationales of such tools (and their links, if any) at national level. It alsohighlights governance, ownership and shared principles/common language as major triggers for


Other key outputsClose cooperation with andcontent support to the ENQA-VET network, including byactively contributing to its2009 conference, thematicgroups and peer learning ac-tivities and disseminating itsresults through the virtualcommunity.A comparative analysis onaccreditation approaches ofVET providers and pro-grammes in the MemberStates is finalised. The out-comes of the analysis are themain content input for a ma-jor conference organised by

PublicationsThe study ʻQuality ap-proaches in European SMEsin the food processing, retailand tourism sectorsʼ is pub-lished during the second se-mester 2009. Outcomes arewidely disseminated to keystakeholders at EU, nationaland sectoral levels.The pilot study on selectedEuropean approaches toquality assurance and ac-creditation is published dur-ing the first semester 2009.Outcomes will serve as an in-put to a conference in 2010and to the wider comparative


further development. A draft summary was produced for the Cedefop Agora on qualifications foremployability and lifelong learning (October 2009); it is available as a working paper in the folderʻConference material ̓on http://www.agora.cedefop.europa.eu/qualifications2009/papers.html. Thesecond study ʻFrom credit systems to permeability in education and trainingʼ was launched in Sep-tember 2009. It deals with the mechanisms, forms and rationales for permeability and progressionwith specific focus on credit systems in use in vocational education and training and higher edu-cation. Both studies are linked to the brainstorming workshop ʼTransition and permeability in ed-ucation and trainingʼ which was held in May 2009 with the European Commission at Cedefop. Ashort summary was published in the form of an interview on ʼopening pathways between higherand vocational educationʼ in the Cedefop newsletter (http://www.cedefop.europa.eu/etv/news/default.asp?idnews=4577).

Articles published (new activity)• Isabelle Le Mouillour: ʼA modern tool for vocational education and training: the European credit

system for vocational education and training (ECVET)ʼ in Dossier ADAPT, No 22, November 2009http://www.adapt.it/acm-on-line/Home/Pubblicazioni/DossierAdapt/documento4238.html appli-cation/pdf (.pdf) Downloadable document (EN).

• Isabelle Le Mouillour, Mika Launikari, Rena Psifidou, Angela Musca: ʻEuropean policy initiativessupporting individual learning pathwaysʼ (http://ktl.jyu.fi/img/portal/15150/Cedefop_Final_joint_paper_IAEVG.doc?cs=1244119525), a paper for the annual conference of the International As-sociation for Educational and Vocational Guidance (IAEVG).

Project. Quality assurance in VET

In 2009, Cedefop will continue to support the EU cooperation on quality assurance in VET towardsthe adoption and implementation of the recommendation on the EU quality assurance referenceframework for VET (EQARF).



Cedefop (in cooperation withDG EAC) in Spring 2010.A study on quality assurancein the social care sector andthe role of VET is finalisedand its outcomes widely dis-seminated.

study on accreditation of VETproviders.

Output 2009

Cedefop contributed to the ENQA-VET network and its general assemblies and board meetings.Outcomes of two comparative studies on ʼassuring the quality in VET through the accreditation ofVET providersʼ and ʼquality approaches for assuring the quality of training and service provisionʼare being finalised. The validation meeting of the outcomes of the second study took place in Brus-sels (14 December 2009) with DG EAC, DG Employment, Eurofound and European federationsactive in the field.

The study Quality in VET in European SMEs - A review of the food processing, retail and tourismsectors in Germany, Ireland and Greece was published in July (http://www.cedefop.europa.eu/EN/publications/5057.aspx).

A study on quality approaches in SMEs in Bulgaria, Romania, Slovakia and the Czech Repub-lic is under preparation; its outcomes were presented to DG Employment in Spring 2009.

The outcomes of Cedefopʼs work were widely disseminated and presented at several nationaland EU events, including a peer learning visit on the role of social partners in quality in VET (Berlin,27 to 30 October 2009).

A subgroup on quality in VET in the social care sector was set up and first contacts were madeduring the workshop in Brussels, 5 and 6 November 2009.

Cedefop provided substantial content input to the ECVET/EQARF launching conference underthe Czech Presidency (Prague, May 2009).

Cedefop jointly organised the conference with DG EAC, ʻMoving from principles to implemen-tationʼ which marked the technical launch of the EQARF/ECVET recommendations (Brussels, 17and 18 November 2009).

Project. Guidance throughout life

In 2009, Cedefop will continue supporting the development of lifelong guidance in the MemberStates by monitoring guidance policies, systems, practices and progress in implementing the Coun-cil resolution on strengthening policies, systems and practices in guidance throughout life in Eu-rope (2004). In cooperation with the European Commission and the European lifelong guidancepolicy network (ELGPN), Cedefop will contribute to creating a suitable institutional environment andadequate systemic devices for converging strategies towards building holistic lifelong guidance sys-tems at national and regional levels across sectors with high equity, efficiency and quality.


Other key outputsAn in-house review is carriedout to analyse the most re-cent policy and strategy de-velopments of lifelong guid-ance in the Member States.The review identifies suc-cessful initiatives and pro-vides implications and/or rec-ommendations for futurework in the area at Europeanlevel.Successful cooperation withthe European lifelong guid-ance policy network (ELGPN)by participating in its steeringgroup and network meetingsand activities as well as bypromoting Cedefopʼs guid-ance-related initiatives in thissetting.Cedefopʼs scientific guidancework is disseminated andpresented at EU and interna-tional events. Conference pa-pers linking policy, researchand practice in lifelong guid-ance are prepared.

PublicationsCedefop study on qualifica-tions routes and compe-tences needed by careerguidance counsellors is pub-lished during the first semes-ter of 2009 and widely dis-seminated to all EU and EEAcountries.

Conferences and meetingsA peer learning event onthe results of Cedefopstudy on guidance andyouth education-to-worktransitions is held duringthe latter half of 2009. Con-crete proposals and rec-ommendations for futuredevelopment arise from thediscussions.


Output 2009

Cedefop study on Professionalising career guidance – Practitioner competences and qualificationroutes in Europe was published in May 2009 (EN). French and German versions are being pre-pared. Printed copies of the study were distributed to participants (360) at the annual conferenceof the International Association for Educational and Vocational Guidance (IAEVG) held in Jyväskylä,Finland, from 3 to 5 June 2009. For the same conference, Cedefop submitted a scientific paperon European policy initiatives supporting individual learning pathways (http://ktl.jyu.fi/img/portal/15150/CEDEFOP_Final_joint_paper_IAEVG.doc?cs=1244119525) that was presented anddebated at the conference in a thematic session led by Cedefop (about 60 participants).

In July, Cedefop, the European lifelong guidance policy network (ELGPN) and the EuropeanCommission (DG EAC) reached consensus on the cooperation arrangement for carrying out theguidance policy review in 2009-10, the interim results of which will be presented at the SpanishPresidency conference in Zaragoza in May 2010. This Cedefop-led guidance policy review on theprogress made by Member States in lifelong guidance since 2007 will be based on data from Refer-net, DGVTs and social partners as well as professional literature. The ELGPN will contribute to thereview with results from its four thematic work packages (career management skills; access to guid-ance; quality of guidance; guidance policy coordination and cooperation).


Other key outputsActive contribution to Europass meetings andworking groups (NECs, DGEAC, DG Employment, DGEnterprise).The Europass web resources(Europass website and Eu-ropass mobility tool) are suc-cessfully managed and statis-tics show an increase in theuse of the Europass portal.National Europass centresreceive support.In close cooperation with DGEAC, the recommendationsresulting from the Europassexternal evaluation are imple-mented, mainly: (a) improvedcomplementarity of Europass

Publications Conferences and meetings

Cedefop contributed to ELGPN steering group meetings and the ELGPN plenary meeting. InOctober, Cedefop run a three-day training programme on multicultural guidance and counsellingin Cyprus for 16 representatives of the Euroguidance network.

Cedefop peer learning event on Guiding at risk youth through learning to work,Thessaloniki on26 and 27 November, was attended by 35 experts (including national authorities, policy-makers,researchers, guidance practitioners). The event was largely based on results of the final draft ofthe forthcoming Cedefop study which identifies and examines well-established and experimentalguidance measures/initiatives to support school completion and education-to-work transitions ofyoung people at the risk of dropping out of mainstream education and training. The study coversthe European Union and European economic area countries. The printed and online report will bereleased in spring 2010 for the Spanish Presidency conference in May 2010.

The study on career guidance in restructuring enterprises has reached its final stage. Case stud-ies/good practices on the role of guidance in restructuring enterprises were delivered to Cedefopfrom August to October. The final draft report is due at the beginning of 2010.

Project. Europass

Europass is a portfolio of five instruments to help citizens to make their skills and qualificationsclearly and easily understood in Europe and to move abroad. In 2009, Cedefop will continue to sup-port the Commission in the implementation of Europass in the light of the recommendations madeto the Council and the European Parliament subsequent to the external evaluation finalised in 2008.Cedefop will continue to develop and maintain the Europass web resources (Europass website,Europass mobility management tool), support national Europass centres in implementation of theEuropass instruments and ensure complementarity of the initiative with related tools and pro-grammes (ECVET, EQF).



with EQF and ECVET; a pilotproject is launched (also in-volving some MemberStates) to test implementa-tion of EQF levels and/orECVET in one or more Eu-ropass instruments (such asthe certificate supplement);(b) improvement of the Eu-ropass CV - consulting rele-vant stakeholders such asemployers and recruitmentagencies - to help people bet-ter identifying and describingtheir learning outcomes (forexample ICT skills) by devel-oping appropriate tutorials,guidelines and examples.In close cooperation with DGEAC, the impact of Europass(such as use of the CV as astandard tool for job search)is assessed by consulting rel-evant stakeholders (HR man-agers, employment services,guidance services).

Output 2009

Cedefop continued to support the European Commission (DG EAC) in implementing Europass by:(a) efficiently managing Europass web resources, as reflected by statistics that show a significant

increase in use of the portal (over seven million visits and 2 688 000 CVs completed online in2009); ensuring optimal maintenance of Europass web resources;

(b) launching a pilot project on use of EQF and ECVET in the Europass certificate supplement andEuropass mobility;

(c) supporting the Commission in preparing and monitoring the study launched by DG EAC for fur-ther development of Europass;

(d) participating in the annual meeting of the national Europass centres (May) and in other tech-nical meetings (Council of Europe; December).




ABB activity: Study visits programme for education and vocational training specialists

The study visits programme for education and vocational training specialists is part of the lifelonglearning programme (LLP) 2007-13 under the transversal programme ̓ Support policy developmentsand cooperation at EU level in LLLʼ. The study visits are carried out by national agencies. Since2008, at the European Commissionʼs invitation, Cedefop coordinates the programme and performsthe following tasks: preparation of catalogue, coordinating calls for candidates and constitutinggroups; monitoring the visits, supporting quality; assessment and evaluation of implementation andresults; dissemination and valorisation of results. Cedefop also provides specific support to socialpartners in raising their awareness and involving them more actively in the programme.


By end 2009:• Cedefopʼs work on study visits themes has led to improved coherence with European policy pri-

orities for education and training, widened the scope of themes of interest to the social partnersand has increased the basis to support policy development;

• Cedefopʼs work on study visitsʼ quality support has strengthened mutual learning and increasedthe basis for European cooperation on themes of common interest in education and vocationaltraining

• Targeted promotion, dissemination and valorisation activities of study visits results (Cedefopʼsweb portal, major conferences, synthesis seminars, etc.) have strengthened the study visits pro-gramme mission of exchange of good practices in lifelong learning across the EU and in-creased the visibility of the programme and of its added value to all target groups, including thesocial partners.

• Cedefopʼs work on the assessment and evaluation of study visitsʼ outcomes has established abasis for tracking study visitsʼ longitudinal impact.

• In coordination with the Commission, Cedefop will continue efforts to align more closely the studyvisits programme with the Lisbon strategy and the Copenhagen process.


Other key outputs260 study visits for the aca-demic year 2008-09 are im-plemented and monitoredfrom September 2008 toJune 2009.A call for applications for thestudy visits 2009-10 islaunched; more than 5000applications received by April2009.The groups for the study vis-its 2009-10 are set up.

PublicationsThe study visits catalogue forthe academic year 2009-10 ispublished electronically (Feb-ruary) and in hard copy(March 2009).Outcomes of study visits inthe fields of general educa-tion and LLL are analysedand overview(s) published(second semester 2009).Promotional material for thesocial partners to increase

Conferences and meetingsThe annual meeting of thenational agencies is held(March 2009). It takesstock of achievements andplans the way ahead.Seminars on general edu-cation and lifelong learningare held.A knowledge sharing semi-nar for organisers of thevisits 2009-10 is held (sec-ond semester 2009).


The programmeʼs assess-ment tools (added value indi-vidual questionnaire) are fi-nalised.The assessment of the imple-mentation of the study visits2008-09 is finalised by No-vember 2009.The call for proposals for the study visits catalogue2010-11 is launched in September 2009.Interactive management facil-ities for the NAs, organisersand participants for efficientcoordination of the pro-gramme are provided.A stable presence of VET inthe programme is promoted(themes, VET type of visits,participants).A proportionate participationof the social partners in theprogramme is promoted.Themes of interest to the so-cial partners, including focus-ing on specific sectors, areincluded in the catalogue.Awareness of the nationalagencies for the social part-nersʼ needs is raised.

their participation in the studyvisits programme developedand published.

A seminar on a topic of theinterest of social partnersis organised.

Output 2009

The academic year 2008-09 covered 246 study visits addressing 2570 education and vocationaltraining specialists. The monitoring of 246 groups from September 2008 to June 2009 pointed to:(i) a stable presence of VET in the programme (41 visits in the field of VET, 128 on general edu-cation, 77 of a mixed LLL character); (ii) a proportionate participation of social partners (4.5%) and(iii) a focus on specific economic sectors (16 study visits on training in manufacturing, accommo-dation and food service). The largest groups represented in 2008/09 were head teachers andteacher trainers (25 %), directors of educational and training institutions, guidance and validationcentres (18 %) and representatives of local, regional and national authorities (10 %). The high num-ber of good practice examples as well as the planned involvement in other EU projects/initiatives/networks as a direct result of participation in study visits, confirmed that Cedefopʼs workon quality support has strengthened mutual learning and the programmeʼs mission of exchangeof good practices in LLL across the EU. The programme participants expressed high levels of sat-isfaction with the quality of discussions and networking opportunities (more than 90 % of partici-pants are either very satisfied or satisfied with their study visit experience, according to group re-ports 2008/09).


Study visits for the academic year 2009-10 prepared: (i) the catalogue published electronically(January) and in hard copy (February); (ii) the call for applications successfully run and completed(4573 applications received by the deadline of April 2009; 2610 participants approved by the na-tional agencies; increase in applications from social partners; applications from the former YugoslavRepublic of Macedonia and Croatia possible for the first time); (iii) 237 groups set up with 43 plannedvisits focused on VET. Work on updating the themes of study visits was completed: themes are or-ganised around eight categories fully coherent with the EU policy agenda (including ̓ Europe 2020ʼ).Starting from its consolidation in 2008, the programme has made significant progress towards be-coming a genuinely transversal action with a lifelong learning perspective, bringing together all lev-els of education and training, in both thematic coverage and participation. Compared to the firstyear of the consolidated programme, there has been a 7 % increase in the number of visits thattake a comprehensive lifelong learning approach to the themes under discussion.

Ensuring the quality of the study visits programme and targeted promotion and disseminationactivities of study visits results continued to be a specific focus in 2009. Work on assessment toolsis progressing well; a number of support tools were prepared and widely disseminated: (i) findingsfrom study visits 2005-07 – Go, see, understand...tell others – was published electronically in Junein English, French and German; (ii) A participantʼs companion (guidelines for study visits partici-pants on how to prepare better and make the most of study visits) was published in July in Eng-lish, French, German and Spanish; (iii) a Handbook for study visits organisers was published inEnglish, French, German and Spanish (June). A quality manual and quality standards for all ac-tors involved, national agencies, organisers and participants were prepared. Nearly all group re-ports of 2008/09 were published on the study visits website.

Background information on the themes of study visits, linking them to the current EU policyagenda was prepared. This information provides an overview of the themeʼs key issues and maindevelopments at EU level and sources for further reading. All information is available at the studyvisits website: http://studyvisits.cedefop.europa.eu.

On 14 and 15 September a knowledge-sharing seminar was organised to inform organisers ofstudy visits of recent policy developments in Europe and provide them with guidance on how toorganise a good quality study visit. The focus of the seminar was on two themes largely representedin study visits in the academic year 2009/10: (a) innovation and creativity in education and train-ing; (b) education and training for employability.

The proceedings and outcomes of the seminar are available online at the study visits website.Synthesis reports (summarising group reports) and a synthesis seminar were prepared to dis-

seminate the outcomes of study visits 2008/09.Cedefop continued to pay special attention to stimulating participation of the social partners in

the programme. A seminar, ʼThe role of social partners in implementing European tools for voca-tional education and training and lifelong learningʼ was held on 26 and 27 February 2009 inCedefop: 17 representatives of employeesʼ organisations, 17 representatives of employers ̓organ-isations, 17 representatives of national agencies, a representative of the European Commissionand three experts participated in the seminar. A bookmark/flyer for the social partners was finalisedin June and distributed to social partners and national agencies in 21 languages. All national agen-cies were informed of the outcomes of the social partnersʼ seminar and received the bookmark forsocial partners. The proceedings and outcomes of the seminar are available online at the studyvisits website.

The annual meeting 2009 was held on 23 and 24 March 2009 in Thessaloniki. It took stock ofachievements in 2008-09 and identified areas for further development and improvement.

Cedefop paid attention to bring study visits closer to policy development by organising and bet-ter targeting study visits to policy-makers and decision-makers at national, regional and local lev-els. For example, in 2009/10, two visits, ʻRegional cooperation of IVET and CVET and the labourmarketʼ and ʻNew trends in training and developing civil servantsʼ, were piloted during the second


Other key outputsThe cluster on recognition oflearning outcomes is suc-cessfully coordinated. A plat-form is provided for system-

PublicationsThe comparative study on thedefinition and renewal of oc-cupational and education-training standards and the

Conferences and meetingsA major conference is or-ganised in May 2009 topresent the findings ofCedefopʼs studies on the

half of 2009 at the European Commissionʼs initiative. The outcomes of these pilot visits are avail-able online.

The study visits website was modified and made available in February 2009 to align it withCedefopʼs corporate identity and provide more systematised information.


INTERPRETING EUROPEAN TRENDS IN AND CHALLENGES FOR SKILLS, COMPETENCES AND LEARNING

ABB Activity: Education and training 2010

Education and training 2010 provides a European framework for policy cooperation betweenMember States and the Commission in education and training.

To achieve its specific objective ̒ Interpreting European trends in and challenges for skills, com-petences and learningʼ, Cedefop will analyse the changing roles and functions of qualifications inEurope. Particular emphasis will be given to the shift to learning outcomes as an underlying prin-ciple in VET and lifelong learning policies and how best to apply it to different purposes, includingto teaching and training practices and the effects on improving adult learning. Cedefop will workclosely with the ETF and the ILO, especially on global developments on qualifications.


By end 2009:• Cedefopʼs activities have increased the understanding of the role of qualifications in promoting

and preventing learning, in particular the extent to which qualifications systems and frameworkshelp lifelong learning in general and adult learning in particular;

• Cedefopʼs activities have increased the understanding of learning outcomes as a principle for in-creasing the transparency of qualifications and as a way to better respond to the needs of theusers of education and training, in particular individual learners, employers and sectors;

• Cedefopʼs activities have led to a better understanding of the requirements of teachers and train-ers, taking into account the new conditions created by lifelong learning.

Project. Qualifications and learning outcomes

In 2009, Cedefop will continue to coordinate, jointly with the Commission, the cluster on recogni-tion of learning outcomes. Through comparative studies and analyses, the Centre will support theefforts of the Commission, Member States and sectors to pursue a learning outcomes approachin education and training policies and practices.



atic exchange of experiencesand peer learning betweenMember States and socialpartners on challenges re-lated to national qualificationsframeworks, learning out-comes and validation of non-formal and informal learning.

The comparative study onʻthe changing role of qualifi-cations in Europeʼ is finalised.It provides a scientificallysound basis for further devel-opments of qualifications sys-tems and frameworks, in par-ticular by addressing theinterrelation between qualifi-cations, lifelong learning andglobalisation.The comparative studies on:• the relationship between

learning outcomes andVET curricula;

• the relationship betweenthe EQF and sectoral quali-fications

are finalised and their out-comes widely disseminatedto the EQF advisory group,EU social partners and sec-toral associations.In cooperation with the Com-mission and Member States,the 2009 update of the Inven-tory on validation is prepared.Implementation of the Euro-pean long-term e-skillsagenda is successfully sup-ported by contributing to theCommissions awareness ac-tivity 2009 (e-skillsweek/day/night) and throughactive participation in the ICTCluster and the EC steeringgroup of CEN/ISSS work-shop.

way these standards influ-ence qualifications is finalisedand published during the sec-ond semester 2009. Thestudyʼs outcomes includesuggestions for improvinglinks between the labour mar-ket and qualifications sys-tems through the use of stan-dards. The outcomes arewidely disseminated to keystakeholders at national andEU levels.

changing roles of qualifica-tions in Europe to key pol-icy-makers and stakehold-ers. The conferencecontributes to the long-term development of acomprehensive strategy onlifelong learning at nationaland European levels.


Output 2009

The comparative study on occupational and education/training standards was finalised and pub-lished online (July) (http://www.cedefop.europa.eu/EN/publications/5053.aspx) and in hard copy(November). It illustrates the important role played by standards in European VET systems and thediversity of approaches applied in Europe – no single model seems to be developing. Learning out-comes approaches, however, are increasingly used in both education and occupational standards.

The interim report is available for the comparative study on ʼthe changing role of qualificationsin Europeʼ. The studyʼs initial results have been fed into discussions of the EQF advisory group.

Studies on ʼthe relationship between the EQF and sectoral qualificationsʼ and ʼthe relationshipbetween learning outcomes and VET curriculaʼ were finalised in December. The first study led tothe identification of several major trends concerning the need for sectoral frameworks, the strate-gies used for referencing sectoral qualifications to the EQF and the approaches for using learningoutcomes. The studyʼs outcomes fed discussions of the EQF advisory group – sectoral subgroup.The second study showed that in the nine countries under examination curricula have been re-designed based on learning outcome approaches. The role of outcome-oriented curricula tolearner-centeredness is analysed and the report provides useful evidence for policy-makers, re-searchers and practitioners. The studyʼs findings fed discussions of the cluster on recognition oflearning outcomes and the cluster on key competences and curriculum reforms (cooperation withthe latter cluster was initiated early 2009 – new activity).

The Agora conference ̓ Qualifications for lifelong learning and employabilityʼ took place in Thes-saloniki on 5 and 6 October bringing together about 150 participants including representatives fromgovernments, social partners, academia and other stakeholders from all over Europe who discussedthe overall implications of the changes in the role and functions of qualifications to support policydevelopment and cooperation in education and training at national and European levels.

Cedefop continued to coordinate, jointly with the Commission, the cluster on recognition of learn-ing outcomes. The cluster met twice (Brussels, 7 and 8 May and Brussels, 3 December 2009). FourPLA events were organised on: (i) the costs and benefits of validation of non-formal and informallearning (Reykjavik,12 and 13 February 2009), (ii) use of learning outcomes as a bridge betweenVET and HE (Berlin, 15 and 16 June 2009), (iii) involvement of stakeholders in the design, devel-opment, implementation and monitoring of the national qualifications framework (Malta 22 and 23October 2009) and (iv) use of learning outcomes in defining and describing qualifications (Brus-sels, 4 December). Substantial content input was provided for these events (includingconceptual/background documents).

As a contribution to implementation of the EU long-term e-skills agenda, Cedefop participatedin meetings of the ICT cluster (Brussels, 24 and 25 June) and the CEN/ISSS workshop on ICT skills(Paris, 27 and 28 April).

European guidelines for validating non-formal and informal learning were finalised and publishedonline in July – http://www.cedefop.europa.eu/EN/publications/5059.aspx – (joint publication withDG EAC) and in hard copy in November. The guidelines reflect the constructive cooperation be-tween the European Commission and Cedefop in coordinating the work of the cluster and peerlearning activities.

The outcomes of Cedefopʼs activities on qualifications, learning outcomes and validation wereimportant input to the Czech Presidency conference on partnerships (April 2009) as well as theSwedish Presidency conference ̒ The role of VET in meeting challenges of today and tomorrow (No-vember 2009). For this conference, a background paper was prepared for the Cedefop-led work-shop ʻHow guidance and validation can stimulate access to and progression in VETʼ.

An international workshop on ̒ curriculum innovation and reform: policies and practicesʼ was or-ganised in Thessaloniki, on 9 and 10 November to discuss the draft findings of the study(http://www.cedefop.europa.eu/EN/news/15108.aspx). Thirty representatives from 20 countries as


well as the European Commission, World Bank, OECD-CERI (Centre for Educational Researchand Innovation) and Unesco-IBE (International Bureau of Education) drew up recommendationsfor policy-makers, practitioners and researchers. The qualitative assessment and feedback fromparticipants was excellent.

Cedefop drafted (December 2009), in close cooperation with DG Education and Culture and DGEmployment, an outline for cooperation on a ʻcommon language for education and workʼ, linkedto development of a European standard classification for skills and competences (ESCO).

Articles published• Jens Bjørnåvold: ʻValidation of non-formal and informal learning in Europe; Key developments

and challengesʼ, in The quality of higher education, No 6, 2009, Vitaus Magnus University, Vil-nius.

• Loukas Zahilas, ̒ European policies for qualifications developmentʼ̓ , in Development of skills, com-petences and pedagogical methods for teachers and professional in VET, seminar proceedings,the Hellenic LLP national agency (Athens, Greece).

• Rena Psifidou,ʼInnovation in school curriculum: the shift to learning outcomesʼ, in Procedia so-cial and behavioural sciences 1 (2009), p. 2436–2440.

• Rena Psifidou, ̒ What learning outcome based curricula imply for teachers and trainers?ʼ, in Bul-garian comparative education society, Vol. 7 p. 183-188.

Project. Changing roles and competences of VET teachers and trainers

In 2009, through research and networking with key stakeholders, Cedefop will continue monitor-ing trends and developments related to VET teachers and trainers. Research and reflection will fo-cus on the changing roles and competences of VET teachers and trainers, as well as on the skillneeds of VET practitioners linked to new paradigms of learning and VET reforms. In this context,Cedefopʼs training of trainers network – TTnet –will continue acting as a Europe-wide platform ofexpertise on key priority issues for the professional development of VET teachers and trainers.


Other key outputsA study is carried out on cur-rent mismatches in the voca-tional competences of VETteachers and trainers and oncontinuing training opportuni-ties to upgrade their voca-tional skills and knowledge,and cope with technologicalchanges and innovation atthe workplace. The outcomeswill be broadly disseminatedto key stakeholders, such asthe European Commissionʼsfocus group on VET teachersand trainers and the focusgroup on quality improvement

PublicationsPublication of a set of compe-tence frameworks for VETteachers and trainers (Febru-ary 2009). The competenceframeworks support teachersand trainers in their profes-sional development and pavethe way to new training op-portunities.Online publication of a compi-lation of good practices andpolicies across the EU re-lated to the professional de-velopment, qualifications andaccreditation of in-companytrainers (May 2009). This

Conferences and meetingsA conference on Changingroles and competences ofVET teachers and trainersis organised by Cedefopjointly with DG EAC (endFebruary 2009).A TTnet workshop on theprofessional developmentof VET teachers and train-ers is organised (Decem-ber 2009).


in the adult learning sector ofthe Commissionʼs workinggroup on adult learning.Cedefop supports actively thework of the European Com-missionʼs focus group onVET teachers and trainers,including by sharing the find-ings of its studies.Cedefop fosters the debateon issues related to changingroles and competences ofVET teachers and trainers,skill needs and professionaldevelopment opportunities,through research and analy-sis, and the work of its train-ing the trainers network(TTnet).

showcase of practices will beregularly reviewed and up-dated.Publication of a study on newroles and competences ofVET teachers and trainers(November 2009). The studyidentifies and assesses thechanging roles and compe-tences of VET teachers andtrainers within new para-digms of learning and train-ing. Special attention is givento the competences that VETteachers and trainers needwithin new learning para-digms, in particular, for imple-menting pedagogical ap-proaches based on learningoutcomes.

Output 2009

Based on the results of Cedefopʼs study Defining VET professions carried out with the TTnet net-work, a Competence framework for VET professions – Handbook for practitioners was finalised andpublished with the National Finnish Board of Education (http://www.cedefop.europa.eu/EN/publications/5035.aspx). The handbook is an attempt to capture the fast-evolving and complexactivities and competences required of VET teachers, trainers, school principals and trainingmanagers.

The analysis on professional development opportunities for in-company trainers was completedin September. The compilation of practices explore accreditation systems for in-company trainers,validation of on-the job learning, occupational standards, networks and communities of practice,as well as training opportunities, in a range of EU countries (Austria, Belgium, Cyprus, Czech Re-public, Denmark, Finland, France, Germany, Ireland, Italy, Malta, Norway, Romania and UK). Thecase studies provide the foundation for future peer learning activities and for analysis of accredi-tation systems for in-company trainers planned for 2010.

The interim report of the study on new roles and emerging competences of VET teachers andtrainers is available and the final report will be delivered by the end of January 2010. The most im-portant findings will be presented during the 12th TTnet annual conference, February 2010.

The conference on ʼteachers and trainers at the heart of innovation and VET reformsʼ (Thessa-loniki, 23 and 24 February 2009) jointly organised by the European Commission and Cedefopbrought together 120 participants from 31 countries, representing policy-makers, social partners,practitioners, researchers and European and international organisations. It showcased promisingpractices and policies linked to the recruitment, training and professional development of VET teach-ers, school principals and trainers in enterprises. The conference conclusions are available atCedefopʼs website (http://www.cedefop.europa.eu/EN/events/6713.aspx).

A workshop on mentoring was organised with the support of TTnet Cyprus, from 20 to 22October in Nicosia, where the outline of a handbook on mentoring from the practitionersʼ point ofview was discussed.


PublicationsBuilding upon the outcomesof Cedefopʼs past and ongo-ing activities, an analysis ofadult learning trends and pol-icy developments is carriedout. Outcomes are publishedand widely disseminated dur-ing the second semester2009. Issues to be addressedinclude: in-company trainingand flexicurity policies; incen-tives for participation andcosts of continuing training;professional development ofadult learning staff; validationof non-formal learning, andsupport services to adultlearners such as guidanceprovision. The review willalso consider the effects ofreforms (EQF, NQFs, qualityassurance, learning out-comes) on adult learning inthe Member States.

Conferences and meetings Other key outputsCedefop participates in andsupports successfully thework of the European Com-missionʼs working group onadult learning and its focusgroups.

All above activities were carried out in cooperation with the European Commission and con-tributed to the work of its focus group on VET teachers and trainers and cluster on teachers andtrainers.

Project. Adult learning

In 2009, Cedefop will support the implementation and follow-up of the Commissionʼs communica-tion ʼIt is never too late to learnʼ and the action plan on adult learning through research and the-matic reviews. The Centre will monitor and assess adult learning trends and policy developmentsin key areas such as broadening access and participation of adults in education and training,strengthening the quality of provision and upgrading the qualifications of the adult population, inparticular, groups at risk. This work will provide the evidence base for the development of adult learn-ing policies in the overall framework of lifelong learning strategies.



Key outputs• presentations to and con-

tacts with key stakeholdersincluding policy-makers atEuropean and MemberState levels and social part-ners

Publications• draft annual work pro-

gramme 2010, by December2009;

• identify and communicatekey messages through ninebriefing notes during the year

Conferences and meetings• first trimester of 2009,

meeting with the pressofficers and webmastersof the ReferNet partnerorganisations (public re-lations and web content

Output 2009

The review of past and recent Cedefop publications related to adult learning was completed in sum-mer and an outline prepared. Drafting the report is progressing and will be completed in 2010 withstatistical data from the continuing vocational training surveys. The report focuses on work-basedlearning and continuing training; it will include key messages for policy-makers, social partners andother key stakeholders (public employment services, training providers) as well as strategies to ad-dress the present economic downturn. In December, Cedefop launched an analysis of good prac-tices, policies and strategies dealing with workplace learning and skill upgrading at work.

Cedefop participated in the European Commissionʼs working group on implementation of theadult learning action plan, as well as in two focus groups on ʼanalysing ongoing reforms in educa-tion and training and their impact on adult learningʼ and ̓ improving the quality of adult learning pro-vision through the training of adult educatorsʼ.

SPECIFIC OBJECTIVE

RAISING THE PROFILE OF VET

Activity: External communication

Communicates Cedefopʼs key messages concerning VET and promote the positive image ofCedefop to key stakeholders and all media (including local and European newspapers, radio andTV broadcasters, freelance journalists and press agencies) through regular information in hard-copyand electronic format, as well as through conferences and other events. Raises public awarenessby liaising with local institutions and organising visits and conferences.


• Cedefop contributes to greater recognition of the importance of VET and its contribution to otherpolicy areas

• Cedefop is recognised as a reliable source of useful, clear information on vocational educationand training for its various target audiences and major stakeholders (EC, EP)

Project. Communicating with stakeholders and public relations

Communicates Cedefopʼs key messages concerning VET to key stakeholders and promotes thepositive image of Cedefop and raises public awareness in the host country. Includes conferenceservice.



PR flyer published and widelydistributed in GR and EN atall PR events; subsequentlytranslated into other lan-guages and distributed in co-operation with ReferNet atSwedish Presidency events(cf).

The draft work programme2010 was completed in De-cember 2009 and was ap-proved by the GoverningBoard by written procedure inJanuary 2010.

Eight briefing notes wereprepared in 2009 and sevenwere published on the web(the eighth will be the firstnote for 2010). Of the nineforeseen, one was cancelled(on migration) and one waspostponed to 2010 (results ofthe continuing vocationaltraining survey).

management joint activity)

• attend the annual meet-ing of the agencies com-munications network infirst quarter of 2009.

• Participation and contri-bution to the annualmeeting of the Agenciesʼhead of communicationand information networkon 31 January and1.February 2008 in Bil-bao, Spain. Fruitful dis-cussion of communica-tion issues, professionalexperiences and ex-change of best practice.

Public relations events:• 15 visits/presentations

for a total of 478 visitors(from Finland, Sweden,Serbia, Switzerland,Greece, Austria, Taiwanand Cyprus).

• Open day on the occa-sion of 9 May which wasattended by 254 studentsof the two local universi-ties and some local highschools.

• Meeting with educationand social attachés fromthe Permanent Repre-sentations in Brussels(18 June).

• Reception in honour ofGreek MEPs in Septem-ber (46 MEPs and local

• handle correspondenceand external enquiries

• promote Cedefopʼs presscoverage in cooperationwith ReferNet

• receive local and interna-tional visitors and give pre-sentations

• provide administrative andlogistic support to the or-ganisation of meetings andconferences.

Presentations were made tokey stakeholders throughoutthe year. These included theEconomic and Social Com-mittee (EESC) (in January) toprovide evidence for its opin-ion on education and busi-ness partnerships which wasa priority theme for the CzechPresidency; the EuropeanTrade Union Congress (Janu-ary) on skill needs; the Com-mittee of the Regions (Febru-ary) on Cedefopʼs skillforecasts and the develop-ment of European tools; net-works of senior policy-makersin the regions Earlall (Febru-ary) and Freref (September)on integrating European VETpolicy priorities into regionsʼlifelong learning polices. Sys-tematic exchanges of infor-mation were also agreed be-tween Cedefop and theEuropean Parliament and theEESC.

The PR service includes theconference service whichhandled a total of 107 confer-ences, seminars, workshopsand meetings with a total of2816 visitors, including two

Outputs 2009


large agoras, one of themwith VIPs. The PR service isresponsible for the externalconference provider.In cooperation with the PMSgroup an event evaluationform was developed. It wasused to evaluate the openday in May, the Agora confer-ence in June and all confer-ences and major meetingsfrom September to Decem-ber. These evaluations havefed into the present annualreport.Continuous lobbying activi-ties, both in Greece and inBrussels to strengthen Cedefopʼs visibility (such ascontacts with the EuropeanParliament magazine and theGreek-Italian Chamber ofCommerce which led toplacement of articles onCedefop).Since September, regular PRpresence in Brussels to rein-force Cedefopʼs visibility atinstitutional level. Meeting ofliaison officers of the EUagencies.

opinion leaders at-tended).

• 30 September Cedefoppresentation during theplenary session of theEESC related to employ-ment, VET and the crisis.

• Information seminar forlocal guidance profes-sionals, attended by 106people.

• Cedefop participatedwith a stand in three PRevents of the EuropeanCommission in Athens,Thessaloniki and Komo-tini (with an estimated to-tal of nearly 30 000 visi-tors).

• A presentation of Cedefop was made to a seminar of the NationalGuidance Centre (EKEP)in November.

• Bilateral meetings in No-vember with key MEPs:Vice-President and mem-bers of the followingCommittees: EMPL,Budget Control, Budget.

The ReferNet meetingforeseen in the WP did nottake place as other priori-ties arose and responsibili-ties within area CIDshifted.


PublicationsPromotional multilingualbrochure on the web portal,produced by the end of 2009

Conferences and meetings• first trimester of 2009,

meeting with the pressofficers and webmastersof the ReferNet partnerorganisations (public re-lations and web contentmanagement joint activ-ity).

Key outputs• align Cedefopʼs web serv-

ices with its communicationstrategy reorganising exist-ing and implementing newinformation structures forcontent by December 2009

• establish the web portal asa unique entry point to ac-cess all of Cedefopʼs webservices

• improve the ranking andpositioning of Cedefop onsearch engines through asearch engine optimisation(SEO) strategy by June2009

• carry out regular content in-ventories.

Project. Web content management

Web content management provides Cedefop stakeholders with easy access to well-structured andup-to-date information on VET and Cedefop and a platform for them to communicate and dissem-inate information on VET developments.


Output 2009

Cedefop web façadeSince beginning 2009, Cedefopʼs web presence offers a single access point to the Centreʼs infor-mation. All references to the European training village (ETV) were gradually and seamlessly re-placed and/or redirected to the Cedefop web façade. Consequently, the Cedefop electronicnewsletter was redesigned and the new version launched in May 2009. It is interesting to note thatthe number of page views largely increased compared to previous years (39 % for 2008-09 com-pared with 15 % for 2006-08) and that time series for visits and visitors improve steadily over theyears (web trends).

In the first semester of 2009, three conference websites were set up under web managementsupervision:• teachers and trainers at the heart of innovation and VET, 23 and 24 February 2009;• continuity, consolidation and change: towards a European era of vocational education and

training, 16 and 17 March 2009;• matching skills and jobs: anticipating needs in challenging times, 11 and 12 June 2009.Live and recorded video streaming was provided for the Agora conference on 11 and 12 June 2009.VET experts were able to attend the conference remotely.

The virtual communities activity report covering the period 2004 to 2008 was finalised in June2009. At their animatorsʼ request, three VCs were closed: TTnet; lifelong guidance and Europeane-skills forum.


Key outputs• organising media coverage

establishing relationshipswith European journalists,press agencies and thepress services of the Euro-pean Commission. This in-

Publications• fortnightly press releases

to local and European media via e-mail

• weekly news highlight on front page of new web portal


Web portalThe web portal beta versionʼs interfaces, both public and CMS, were tested and comments weresent to the ICT department. On 15 December 2010, the web portal was launched, providing a uniqueentry point to access all Cedefopʼs web services. The general workflow model drafted for the webportal will be implemented beginning 2010.

New information structure for contentContent of the merged websites was revised by content owners and authorised by the heads of ar-eas. It was sent to English editing beginning of December 2009. The content was migrated to theweb portal during the second semester 2009 in line with the new thematic structure for content.

ʻWriting for the webʼ guidelines were prepared. They consist of recommendations for content con-tributors and editors writing for the Cedefop web portal and will serve as a basis for the writing forthe web seminars to be organised in February 2010. The new thematic structure of content and theguidelines are a prerequisite to establishing a coherent search engine optimisation strategy.

Various content lists were automated as planned on both the web portal and Intranet, namelyRefernet members; ʻwho is whoʼ and the Governing Board.

Policy and reportingIn line with the communication strategy, web-management policy was finalised and authorised inOctober 2009.

New web indicators were defined in accordance with the performance measurement system(PMS). In-house web statistics software (web trends) was configured according to PMS require-ments.

Refernet national websites and RSS feedsIn January 2009, a pilot group was set up for developing the news exchange page. The web man-ager made a presentation on the RSS feeds during the ReferNet regional meeting (Bucharest, 9April 2009).The RSS feeds requirements document was finalised beginning of June 2009. New lo-gos and web design guidelines for ReferNet national websites were delivered beginning of June2009. A circular was sent to all ReferNet members and all necessary material was made availableon ReferNetʼs extranet. A Refernet developersʼ corner was set up in December 2009 for exchang-ing information on Refernetʼs extranet.

Project. News service

News service provides regular, attractively packaged information to all media (including local andEuropean newspapers, radio and TV broadcasters, freelance journalists and press agencies) onCedefopʼs major themes and contributions to European policy-making; and to choose, write andpresent news items on the Cedefop web portal.



• monthly electronic newslet-ter, which brings togethermajor news items of previ-ous month.

cludes organising inter-views of directorate or staffmembers with the mediaand setting up a press cor-ner in the web portal

• producing or editing allCedefop news itemsposted on the web portal(including highlight andnewsletter).

Output 2009

Media coverage:(a) between January and December 2009, about 130 articles were published in the EU press that

included Cedefop or the full title of the agency as a key word (main sources: EMM, Factiva,Enimerossi for Greece). These included two interviews with Cedefopʼs Director, one in Euro(Czech business weekly, April) and one in Professionalitá (Italian training journal, June). FromJune onwards Cedefop press releases were also posted on the European Commissionʼs ̓ Mid-day expressʼ.

(b) a January 2009 broadcast of a regional television programme on education issues was devotedentirely to Cedefop; the programme was prepared in cooperation with public relations and sev-eral participating colleagues;

(c) a technical briefing was held in Brussels on 6 June to present the findings of the second skillsforecast (on supply), during which closer links were established with DG EAC and other Com-mission press services.

Online news:(a) newsletter: new online newsletter was launched in May, with five issues sent. We now reach

over 4717 subscribers;(b) web portal: press room prototype was prepared and submitted to web content manager in

March. In December the ̒ press cornerʼ was integrated into the new web portal; final placementand links are to be determined within the first two months of 2010.Output indicators 2009


Key outputs• monitor, collect, organise

structure and disseminateinformation sources fordocumenting the latest de-velopments in vocationaleducation and training atEuropean/International lev-els

• maintain at least 60 000records in the VET-Bibdatabase

• validate and integrate bibli-ographic submissions ofReferNet members

• develop the library collec-tions: publications, refer-ence material, grey litera-ture

• maintain and update theonline European trainingthesaurus

• reference service for exter-nal users, answering infor-mation requests on VET is-sues from Cedefopʼsstakeholders;

• assistance to projects and research: supporting

PublicationsPublish European trainingthesaurus (ETT) in Englishand French by December2009.


SPECIFIC OBJECTIVE

RAISING THE PROFILE OF VET

Activity: Documentation and information service

Documentation and information service supports colleagues and external VET experts by provid-ing information through a comprehensive collection of hard-copy and online material on VET in Eu-rope, provides items for Cedefop news and manages Cedefopʼs records

Project. Databases and reference service

Databases and reference service supports colleagues and external VET experts by providing rel-evant literature for supporting evidence-based policy-making of VET through one of the most com-prehensive collections of hard-copy and online material on VET in Europe and by answering ques-tions and providing references on VET issues.



Cedefopʼs projects andstudies of both areas ʻRe-search and policy analysisʼand ʻEnhanced cooperationin VET and lifelong learn-ingʼ

• provide contributions forCedefopʼs news services.

Output 2009

• Content of the bibliographical database VET-Bib, recognised as Europeʼs key source for biblio-graphic information in VET, was further developed in line with Cedefopʼs thematic priorities. Sofar the following themes are covered by a growing number of references: (a) identifying skillsneeds: 537 records; (b) understanding qualifications: 404 records; (c) analysing policy: 514records; (d) developing lifelong learning: 293 records.

• The bibliographic database VET-Bib grows constantly and currently refers to over 72 000 VETpublications, documents, websites, etc. For 2009, 4 091 new bibliographic records were submit-ted, of which 3 205 were entered by ReferNet.

• The library continued successfully providing answers to information requests from the main stake-holders on developments in VET: staff, Governing Board, EU, training institutions, research cen-tres, and social partners from most Member States. In the reference service 797 information re-quests were registered of which 47% came directly from staff and 53% from other stakeholders.

• The library continued providing news items on legislation, latest developments in European VETpolicy and main events through the Cedefop website. It published and disseminated four issuesof ETV-Cedefop newsletter while contributing to three issues of the new Cedefop newsletter. Itparticipated in creating the concept of this new product. On the website 565 news and event itemswere published online and disseminated via Cedefopʼs electronic newsletter. The newsletter wasdistributed to 3 685 subscribers.

• The library started supporting data collection for indicators 1 and 12 in the PMS (performancemeasurement system. For indicator 1 ʼReferences to Cedefop in EU policy documentsʼ, 25 doc-uments were identified. Results are based on manual searches from databases and registersof documents such as: Eur-Lex, Pre-Lex, Europarl register of documents, Consilium register ofdocuments, databases of opinion and resolutions of Committee of the Regions and EuropeanEconomic and Social Committee, and press corners from social partners organisations: ETUC,BusinessEurope, UEAPME and Eurochambers.

For indicator 6 ʼCitations of Cedefop in scientific literatureʼ, 295 citations were identified. Informa-tion was collected from Dialog databases and covers mainly journal articles.

For indicator 12 ʼMedia coverageʼ, 56 press cuttings from European press were identified. In-formation was gathered from Factiva, DowJones, European Media Monitoring service and Press-Display service. The Greek press is not included.• The European training thesaurus (ETT) is a controlled vocabulary of reference for vocational ed-

ucation and training (VET) in Europe, covering topics of the Education and training 2010 agendasuch as lifelong learning, quality of training, training systems, teachers and trainers, qualifica-tions, vocational guidance, and others. The new version was printed and announced trough thewebsite and especially ReferNet. A new software solution (acquired by OPOCE for Eurovoc) wastested to include the new descriptors in VET-DET. Other activities were related to: data extrac-tion from VET-Bib on use of terms related to document type; drafting a comprehensive review


Key outputs• develop and update guide-

lines and procedures in-cluding a business filingplan and folders structure,complete a comprehensiveclassification scheme;

• provide a single recordsrepository on LiveLink;

• list vital Cedefop records,extending the recordsbank;

• register incoming, outgoingand internal documents;

• advise areas and serviceson documents process; li-aise and train staff.

Publications Conferences and meetings

of definitions of the terms included in ETT document type; started work to promote the ETT the-saurus; alignment rule for definition of terms between the old and new version of ETT (Germanlanguage sample).

Project. Records management and archives

Records management and archives manages a records management programme that compliesfully with internal control standard 11 on document management.


Output 2009

• Classification system identified records in most administrative services. Classification for humanresources, ICT, internal auditor, data protection officer were approved. Classification system in-cludes records for some operational areas/services, such as ECVL/study visits, Area CID, libraryand documentation service.

• Cedefop records management and archives policy was approved and published on intranet.• A training session was organised for records bank correspondents.• The records bank is constantly populated by records bank correspondents: 13 789 records are

presently stored.• The mail registration system logged 4109 registered documents.• Records bank correspondents for each area/service were formally designated.


Project (new). Electronic information systems

Electronic information systems to analyse and design (web-based) information and communi-cation tools and to support Cedefop communication activities.


Publications Conferences and meetings Key outputsIntegrated library systemfor Cedefop library (ALEPH v.18)• ALEPH version 18 in pro-

duction• VET-Bib web OPAC v.18

launched

Cedefop contacts database(MS Dynamics CRM 4.0)• Integrate contacts data-

base with web portal to pro-vide list of Governing Boardmembers

• Number of Cedefop contactowners per area trainedand using the system: 4

• Number of individual con-tacts: 1 500

• Number of institution con-tacts: 2 000

• Number of applications(e.g. briefing notes): 4

• Number of marketing lists(e.g. Governing Boardmembers): 32

• Number of communicationactivities (e.g. briefingnotes e-mail sent): 10

Thesaurus managementsolution for the Europeantraining thesaurus(Mondeca ITM)• EN and FR versions in pro-

duction• Import Danish, Estonian,

Finnish, Italian, and Dutchfrom XML files exportedfrom Multites

• Import German, Polish and


Portuguese versions fromMS Access translation tool

• Import Swedish from file re-ceived

• Enable ETT working grouptranslators to work withsystem

VET-data entry tool used byReferNet (MS Access)• Plan to phase out VET-

DET and replace withALEPH GUI

• Install ALEPH GUI andtrain pilot group of ReferNetmembers (2)

Output 2009

• Aleph 18: ALEPH version 18 installed on new server. Migration of v14 configuration settingscompleted. Data in version 14 migrated for testing purposes. Training for system librarian andfor library staff and documentalists delivered. Configuration of version 18 tested and problemsfixed. Testing environment for redesign of web OPAC created and redesign completed andlaunched.

• Cedefop contacts database: the contacts database currently contains 754 individual contacts,such as DGVT; EU agencies; ACVT:;GB members; Permanent Representations Brussels; notclassified; EC Commissioners; European Commission; ReferNet members.

Two thirds of the lists (and 75% of the contacts) originally identified as part of the briefing notescampaign were imported.

The contacts database currently contains 368 institution records. During importing, we followedthe institution name rules we established when there were conflicts between different institutionswith the same name (false duplicates).

Three briefing notes and one Christmas card were e-mailed successfully using the contacts data-base.

• Thesaurus management solution for the European training thesaurus: Cedefop joined OPOCEin a call for tenders for acquiring a multilingual thesaurus management system, ITM by TENForce/Mondeca. Export files were produced for the external contractor to test the conversionin KOS format. Following languages were sent to the external contractors: English, French,German, Italian, Dutch, Swedish, Portuguese, Danish, Spanish, Polish, Estonian, and Mal-tese. The test environment was installed at OPOCE and tested. Final training was organisedin December 2009. The production environment will be installed in January 2010.


Conferences and meetings• organise and attend the

annual editing seminarJune 2009

• attend the two meetingsof the Translation CentreGoverning Board in 2009

• the annual editing semi-nar was held from 9 to 11March 2009

• Cedefop representativeattended the TranslationCentre Governing Boardin October 2009.

Key outputs• edit around 4 700 pages of

English texts to preparethem for publication

• translate (on request)around 10 000 pages forkey publications; texts forthe web, press releasesand briefing notes; studyvisits documents; Govern-ing Board documents, etc.

• a total of 4 904 pages ofEnglish were edited in2009. That figure includesa backlog of seven jobsfrom previous years thataccumulated before signinga new contract with the ex-ternal editor.

• a total of around 4 916pages were translated in2009, on the basis of ap-proximately 200 requests.

Activity: Publications

Publications ensures Cedefopʼs hard-copy and online material is presented in a clear user-friendly way,in a format appropriate for its intended audience, and consistent with Cedefopʼs corporate image.


• high quality online and hard-copy material that contribute to Cedefop being recognised as a re-liable source of useful, clear information on vocational education and training for its various tar-get audiences and major stakeholders

Project. Editing and translation

Editing and translation provides high-quality texts in the language requested.


Output 2009


Publications Conferences and meetings• two cultural events

hosted by Cedefop• photography exhibition

hosted at the EuropeanParliament

• attend the annual meet-ing of EU agencieshosted by the Publica-tions Office in July 2009

Key outputs• develop graphic design

concepts and identity sys-tems that comply withCedefopʼs corporate image

• develop design and lay outfor hard copy and onlinematerial for around 30 pub-lications (including the Eu-ropean journal)

• develop graphic designconcepts for material forthree conferences and twocultural events

• coordinate design and pub-lishing processes

• arrange for printing of ma-terial on the receipt of thefinal manuscript, publishing80 % of manuscripts withinthree months of receivingthe final manuscript for ed-iting

• maintain mailing list anddeliver material to its in-tended audience, includingfor conferences and exhibi-tions and reply to requestsfor hard copies of Cedefopmaterial

• respond to requests forhard copies of Cedefoppublications within fiveworking days

• maintain cost-effectivestock levels

• procurement (contractmanagement), budgets(profiling and monitoring) fi-nance (commitments, oper-ational and financial initia-tion, invoices)

Project. Production and dissemination

Production and dissemination develops graphic design concepts and identity systems that com-ply with Cedefopʼs corporate image and ensures Cedefopʼs hard-copy material is printed on timeand delivered to its intended audience.



• Two cultural events wereorganised – open dayand Europe day.

• the photography exhibi-tion to be hosted at theEuropean Parliamentwas postponed, due tounavailability of exhibi-tion space.

• Web portal design conceptwas developed after ourcorporate visual identityand guidelines for its appli-cation were provided

• new design and layout con-cepts for Cedefopʼs elec-tronic publications were de-veloped in line with the newcommunicationstrategy/publications policy;

• new templates for internaldocuments were developedin line with our CI visualguidelines;

• graphic design conceptsand identity systems weredeveloped for promotionalmaterial for seven confer-ences and two culturalevents: 51 banners, 10posters, 6 conference fold-ers, 8 notepads, 6 confer-ence programmes, 2 fly-ers,. stickers, pptbackgrounds, waistpacks.

• graphic design and layoutconcepts (including lan-guage adaptations) weredeveloped for the followingitems:– 22 Panorama series

(working papers and re-search papers) publica-tions

– 14 Reference seriespublications

– 27 Information seriespublications

– 7 European journals– 33 promotional

brochures/flyers– 22 briefing notes– 4 newsletters– 1 logo/23 languages– 1 bookmark/23 lan-

guages– 8 web banners– 6 graphs

Output 2009


• publications produced:– Panorama (discontinued

in 2009) 12 – Reference series 7 – Working papers 2– Research papers 1 – Information series 14 – Newsletters 2 – Translations 75 (includ-

ing newsletter and brief-ing notes)

– Briefing notes 7 • 55 502 hard-copy publica-

tions were distributed, ofwhich 14 624 at individualsʼrequest and 40 808 to 55conferences and exhibi-tions (in-house confer-ences, exhibitions andworkshops are included)

• five mailing lists (ReferNet,Governing Board members,SkillsNet and Europeanjournal both priced andfree) were used to dissemi-nate publications to stake-holders. More than 4 000hard copies were distrib-uted. The mailing lists areregularly updated

• subscribers to Cedefop infowere requested to sub-scribe to the electronicnewsletter Cedefop news.More than 1000 responded

• a workflow was developedfor in-house printing of lim-ited print runs for newslet-ters and briefing notes.Supplies of special paperwere organised.


• Operational objective(s) Actions

(1) Timeframe = semester; (2) New; (3) Continuation.

Timeframe (1)

41

4101

Human resources

Develop and implementHR score board

Output 2009

Improve budget (salarycost) monitoring andforecasting

Output 2009

Output 2009

Output 2009

Implementation of new CDR and promotion process

Output 2009

Define relevant HR indicators, developIT-tool (as applicable) and provide regu-lar updates

Develop IT tool in cooperation with IT-service (drawing on the work done on ABB)

Retruitment online (RECON)

Relocation of DCC

Deployment of new CDR template, adjustment of the automated workflow

Development of CDR handbook

Development of online tool user manual

I/2009 andthen throughout

I+II/2009

I/2009

I/2010

Provide basic HR services

Revision and implementation of new career development review (CDR) and 4102


Outcome indicators (3)Output indicators (2)

Management have clear indicators tosupport their HR decisions

Efficient and accurate budget moni-toring and forecast

Yearly staff evaluation process issimplified, more user-friendly and theevaluations are concluded within theset timeframe

Scoreboard available in support of HR managementpolicy decisions (IT tool to be developed in cooperationwith IT service)

IT-tool requiring minimum manual data input

New CDR process in place with use of online tool by allstaff – new promotions system in place

promotion process

Discussions were held on the selection of indicators and a review of available data is ongoing.Indicators on working hours and absences were provided regularly throughout 2009 and specificindicators (establishment plan occupation, duration of selection procedures, training days) weremonitored and reported on in connection with the performance measurement system (PMS).

A prototype was developed based on requirements defined in cooperation with the IT department.

Work on development of an automated tool for online applications proceeded throughout 2009following a cycle of testing and iteration. The final product was delivered in December 2009. Theapplication will be used for the first time in Spring 2010, following additional and extensive end-user testing.

Following the Governing Boardʼs decision to close the DCC at Cedefop due to building disor-ders, a quick solution had to be found for relocation of the DCC outside Cedefop. With the tech-nical support of the facilities manager an appropriate solution was identified (Storgi) where theCedefop DCC started to operate on 24 August after the summer closure.

Draft DGEs on appraisal and promotions were sent to the Commission for agreement, followingstaff committee consultation. The online objective setting workflow was deployed in Novem-ber/December 2009 and trainings were held. Requirements for the appraisal workflow weredrawn up.




Timeframe (1)

41

4103

Human resources

Follow up on draftingDGE and implementationof the approved DGE

Output 2009

Draft main HR proce-dures

Output 2009

To ensure continuity ofoperations and service

Output 2009

Implement training pro-files for main job func-tions Map trainingrecords of existing staffagainst training profilesand identify gaps

Output 2009

Draft texts, taking account of discus-sions in the working group of the Commission and the agencies. Implemeation of the approved DGE

Draw up inventory of main HR proce-dure and draft procedures on basis ofrolling plan and agreed template

To assess the risk and impact on activities and develop procedures in proportion to Cedefop resources

Adapt the training profile to each newstaff member

Throughout2009

Ongoing

Throughout2009

Throughout2009

2010

Throughout2009

Implementation of the staff regulation

Document procedures and increase efficiency4104

Implement multi-annual staff policy plan4105

Ensure compliance with data protection rules4106



Rules are clear and adapted to theneeds of the agency

Documented procedures and increased efficiency

Documented procedures

Assurance that essential andmandatory training are delivered in atimely and structured way

Implementing provisions are finalised, published andimplemented

Specific procedures

Business continuity plan; specific procedures

Training profile with rolling two-to-three-year plan of es-sential and mandatory training and can be used for andadapted to new staff. It can also be used to identifytraining needs for existing staff

The DGE on the recruitment of temporary agents was adopted in September 2009. The DGE on the setting up of a staff committee was sent to the Commission for agreement in May 2009.Final agreement is expected in early 2010. The draft DGE on appraisal was sent to the Commission in October 2009 and the draft DGE on promotions in December 2009. The draftDGE on missions (missions guide) was sent to the Commission for agreement in September2009 and final agreement is expected in early 2010. The DGE on middle management was sent again to the Commission in December 2009 for a technical update.

An inventory of the main procedures was drawn up. A template for documenting procedures wasdeveloped and a timeframe for drafting procedures was agreed (implementation: 2010).

A concept was developed by the head of resources and agreed at management level at the endof 2009.

Ongoing: training profiles were developed and are under consultation at management level.




Timeframe (1)

Bring training procedures in line withtraining strategy

Output 2009

Support development ofthird language training

Output 2009

2.1.1. ABAC

Preparation of the migra-tion to ABAC

Output 2009

2.1.2. ABB

Enlarge the use of ABB

Output 2009

Draft procedures with clearly defined pri-orities, categories of training needs, etc.

Identify the needs and propose trainingsolutions for third language requirement.Monitor progress

Coordinate with competent EC servicesand other agencies concerned, prepara-tion for the move to ABAC

Standardise the various templates to be used for preparing the PDB N+1,for monitoring by trimester and annualreporting

I/2009

Throughout2009

Throughout2009

Throughout2009

Finance and procurement2

Finance2.1

Ensure compliance with data protection rules (continue)4106



Coherent and efficient approach totraining requests based on transpar-ent and up-to-date procedures

Staff are sensitised to the third lan-guage requirement and trainingplans are in place

Ready to use a financial and budget-ary tool fitting Cedefopʼs needs andspecificities and responding to allnew provisions of the FFR

Budget execution 2009 optimisedand our budget forecasts for thePDB 2010 considerably improved bythe use of a full-fledged ABB

Transparent procedures available for all staff on the In-tranet

Training plan to cover third language requirement

Definition and preparation of the system with appropri-ate links created and tested for Fibus features that areto be maintained

2009 ABB used for all three purposes (budget planning,regular monitoring, reporting) in a standardised, effec-tive way throughout the year

Ongoing: procedures drafted for consultation in the joint training committee

Third language review board established to implement assessment procedure. Language training needs of staff identified

A comprehensive feasibility study was carried out to prepare the move to ABAC. Cedefopʼsmove to ABAC has been postponed to October 2011

The ABB was further developed and standardised to serve both its monitoring and planning pur-poses. The new ʼdynamicʼ version allows the management team, meeting every two months, toreceive an update on implementation of the ABB. Staff allocation is updated twice a year, for themid-term review and the final report, based on information provided by heads of area. FromJanuary 2010, a time-recording tool will be in use to improve accuracy and reliability of staffʼstime allocation to the various activities covered by the ABB


• Operational objective(s) Actions Timeframe (1)

2.1.3. Accounts

Optimise presentation ofaccounts

Output 2009

2.1.4.

Develop and standardisefinancial documentationavailable on Intranet andLivelink for internal use

Output 2009

Cooperate with the competent EC serv-ices and other agencies to ensure in ad-vance that the Cedefop accounts do notgive rise to concerns or remarks by DGBUDG, ECA and IAS and are in con-formity with applicable norms

Collaborate with the records manager todefine the most effective system of stor-ing and identifying/retrieving info for in-tra- and extra-service users

Throughout2009

Part of I/2009 + II/2009

Finance (continue)2.1

Financial documentation




Improvement of the reliability ofCedefopʼs financial reporting, withcorresponding impact on apprecia-tion by the EU budget and dischargeauthorities

Induction of newcomers to rules andpractices on financial issues atCedefop made easy, updates onsuch matters readily available

Workflows and information exchange procedures madeclear and applicable to all concerned; final accounts2008 and provisional accounts 2009 (based on and ver-ified through Fibus) appreciated as faultless by compe-tent supervising and auditing EU instances

Financial information available being easy to find, see(and print or save elsewhere, as necessary), under-stand and exploit by interested staff at all Cedefop lev-els and by auditing bodies

Verification by DG Budget of accounts consolidation for 2008 and the subsequent audit by theCourt of Auditors ran smoothly. The accounts of Cedefop were internally closed in an easier andmore straightforward way than in earlier years, as the full operation of the payment automationtool (PAME) and the appropriate and timely instructions given to the budget correspondents ofthe areas allowed for reliable feeding and swift verification of accounting data. Inventory book-keeping processes were also improved and allowed a more complete and accurate estimationof actual value of Cedefop assets. End-of-year transactions for 2009 improved in quality andspeed and in conformity with the Court of Auditors recommendation to control better carryoversof funds (non-automatic carryovers to 2010 not requested and automatic ones limited to the ef-fectively required amounts)

Finance-related files and information currently accessible on Intranet were reviewed, reorgan-ised and updated to ensure that users/visitors have all useful reference material readily at theirdisposal. By the end of 2009 the documentation transfer and validation process was almostcompleted and necessary references, starting from Cedefopʼs amended financial rules and theirimplementing provisions, will be conveniently located for any electronic search and use. Trainingof staff took place for operating PAME and financial transactions in general, and training for proj-ect managers on ABB requirements was given at the end of September.




Timeframe (1)

2.2.1. Prolive

Standardise use of theprocurement automationtool (Prolive)

Output 2009

2.2.2. Tender process

Optimise quality of ten-der documentation pre-pared and improve dis-semination

Output 2009

2.2.3.

Improve overall effi-ciency by implementing asmaller number of largertendering procedures forstudies and acquisitions

Output 2009

Establish the Procurement Planning2009 using Prolive data, monitor imple-mentation by the same means

Ensure consistent use of templates anda reasonable degree of adaptation totake account of the particularities ofeach call, provide support to PMs forpreparatory inquiries and for diffusioninitiatives

Prepare procurement planning in goodcollaboration with heads of areas andservices concerned and with due regardto substantial impact on budget execu-tion

I/2009

II/2009

Throughout2009

Throughout2009

Procurement2.2

Procurement efficiency



Improved quality of all tendering pro-cedures, reduced timeframes, en-hanced budget implementation, posi-tive appreciation from ECA

Tendering procedures runningsmoothly and swiftly, with good re-sults, no call cancellations and posi-tive appreciation from ECA

Improved efficiency in time, re-sources and cost, sound and effec-tive, proactive management reducingstress and tension at the workplace

2009 procurement planning established on an objec-tive, secure and reliable basis; implementation of theplan facilitated and duly monitored by a tool commonand available to all concerned

Improved response from the market to our calls, both interms of quantity and quality; reduced number and re-mit of requests for clarifications and of tender docu-ments corrections; easier and less time-consumingevaluation process

Reduced number of procurement actions relating tolarger subjects, split into lots as appropriate; provisionfor variants to allow for innovative, cost-effective solu-tions; yearly workload allowing for a reasonable periodof very limited activity to accommodate staff leave andneeded organisational/reporting tasks

As its development and testing phase was only completed at the end of 2008, Prolive was putinto use in early 2009 on the understanding that further refinement and improvement would beundertaken on the basis of experience acquired and feedback received from users. By the endof 2009 a few open procurement procedures were run completely and finished on Prolive andthe system was adapted to become the exclusive procurement tool to be used in 2010. In 2009,of 40 procedures in total, 39 were successful

The procurement service effectively assisted project managers in improving the quality, coher-ence, realism and comprehensiveness of tendering documentation, including ex ante carryingout of proper and reliable budget estimates. In 2009, only one call was unsuccessful

The number of time-consuming procedures was reduced by using various framework contractsconcluded in the past two years and by using, wherever possible, framework contracts of theCommission. Almost all procedures carried out in 2009 resulted in contracts by the end of theyear




Timeframe (1)

2.2.4.

Develop and standardiseprocurement informationavailable on Intranet and Livelink for internaluse

Output 2009

3.1.1. ABAC

ABAC

Output 2009

3.1.2. UniWeb

UniWeb - a unified plat-form for Cedefopʼs web-sites

Collaborate with the records manager todefine the most effective system of stor-ing and identify

Preparation of the move to ABAC inCedefop , including interfaces withCedefop existing systems

The first iteration (version) of the webportal is scheduled for production late2008/early 2009 (Phase I). Further itera-tions will follow (Phase II), to:• complete migration and/or reimple-

mentation of web applications to thenew Microsoft .NET technology

• complete migration of web content toRedDot technology

• further development, adjustment andimprovements based on stakeholdersinput

II/2009

Throughout2009

Throughout2009

Procurement (continue)2.2

Procurement documentation

ICT3

ABAC3.1



Induction of newcomers to rules andpractices on procurement issues atCedefop made easy, updates onsuch matters readily available

Ready to use a financial and budget-ary tool fitting Cedefopʼs needs andspecificities and responding to all new provisions of the FinancialRegulation

Content experts control the contentpublishedNo bottleneck in putting content on-lineContent accessible 24/7 by all con-cerned parties

Procurement information available being easy to find,consult (and print or save elsewhere, as necessary),understand and exploit by interested staff at all Cedefoplevels and by auditing bodies

ABAC operational by 31 March 2010 (date fixed by theCommission) - Technical support in place

Content management system fully operational Trained Cedefop staff on content management systemApplications migrated to new portal

Two major sets of guidelines were drafted, accompanied by relevant templates for common useand providing feedback for improvement and standardisation of Prolive workflow and facilities:guidelines on opening and evaluation committees, and guidelines on drafting tendering specifi-cations. Revision (increase) of applicable thresholds was adopted. The amended frameworkwas the subject of appropriate training for all staff concerned, followed by updated training onProlive in January 2010

A comprehensive feasibility study for ABAC move with detailed roadmap was submitted to theDirectorate. It has been proposed to delay introduction of ABAC to the second half of 2011. TheDirector approved the proposal. Involved staff have acquired the necessary knowledge to man-age the change




Timeframe (1)

3.1.2.

Output 2009

3.1.3.

Information security systems

Output 2009

3.1.4.

Support to core businessprojects

Output 2009

• Implementation of major improve-ments concerning deployment ofinformation security systems (ISMS)

• Technical implementations and hardening of systems

4.1. Support to core business informa-tion systems: contact DB, Europass,EknowVet, study visits.

Throughout2009

Throughout2009

UniWeb (continue)

Information security systems

Transversal support



Improved security through state-of-the-art positioning. Improvement ofcompliance with statutory require-ments and standards

Increase visibility of Cedefop, im-proved sharing of information amonginterested parties, improved effi-ciency

Finalisation of a ISM architecture, implementation ofpolicy and additional technical works

State-of-the-art core business applications, adapted tothe needs of stakeholders

Major IT security upgrade of the Centreʼs front–end defence software Firewall, IDS) was accom-plished. Further planned initiatives in information security at large, depending on IAS ICT riskassessment, were halted as the risk assessment due to be performed in 2009 was shifted toFebruary 2010

Contact database production and development environments installed and know-how of internalresources ensured

Briefing notes module development completed

Improvements were implemented in Europass (mobility tools and user events, May 2009), whileits online activity continued to show sharply rising numbers (CVs and language passports com-pleted online increased by 47 % compared to the same period in 2008) and its operationalframework was renewed ensuring operational continuity for an extra four-year term to anticipatebetter user needs, understand political decisions and integrate improvements

Various activities were successfully supported to ensure continuity of running systems (studyvisits tools upgrades, call for applications module revamped, EknowVet for on-time delivery ofonline reports)

Core library system Aleph fully migrated. Finally EQF active assistance in steering the wEQF(web tool for EQF) was instrumental in providing concrete results (first version of the wEQF toolwill be available by December 2010)

The web portal was launched officially in December 2009. Project requirements were fully de-scribed, prioritised and delivered to development team. Graphical design proposal completed.Beta version of the web portal developed and was available for testing since August 2009 - Allinvolved ICT staff trained for the new technological platform (.NET, Reddot). Phase II activitieswere planned and related procurement actions have been accomplished


• Operational objective(s) Actions Timeframe (1)

3.1.4.

Support to administrativeapplications andprocesses

Output 2009

ICT Infrastructure operations

3.2.1. Infrastructure

Improvement of buildinginfrastructures

Output 2009

3.2.2. Security

Improve access controlsystems

Output 2009

4.2. Administrative tools support such asimprovements of automated admin-istrative procedures (online selec-tion, CDR, training map, procure-ment, etc.) , including documentregistration and circulation

• Finalisation and installation of archives • Building disorders: implementation of

the recommendations of the study• Upgrade of gardening and landscape

services• Renew conference systems infrastruc-

ture

Revamp and renew the access controlinfrastructure

Throughout2009

Throughout2009

Throughout2009

Facilities3.2

Transversal support (continue)




Reduce the amount of work neededby all parties – increase transparency

Safer and better functioning building– no disruption of services

Better access control

Automated administrative procedures

Implement and monitor renovation and maintenanceworks

Improved access control through better automation andstate-of-the-art equipment

A significant number of projects reducing or eliminating repetitive manual processes were initiated ,implemented, or progressed to the user acceptance stage.Key building blocks of the online application for vacancy notices (RECON) were finalised andthe overall design of a modular tool automating the career review process in Cedefop was under-taken, key requirements and planning were agreed and the first module (objective-setting) was deliv-ered for use.Procurement automation (Prolive) was enriched with new functionality and put into production with aseries of other financial management tools developed earlier. The ABB tool underwent refinementsrequested by the service owner to improve planning and management of financial operations.A new monitoring tool for human resources ( ʼTitle-I Automatic monitoringʼ) was specified, designedand is in testing phase before running-in (February 2010).

Major upgrades and/or migrations were successfully performed (mail system – completed June2009). The move to an improved networking infrastructure with optimum resilience/assurance wassuccessfully completed (July 2009). Document management and collaborative tools, supporting data-base platforms for major information systems (Fibus, Livelink) – completed November 2009).Outside objectives: integration of EAR hardware assets into the ICT infrastructure of Cedefop.

Archive room project was successfully completed. Studies on the building disorders were also com-pleted and the recommendation approved by Cedefopʼs Governing Board. The Greek Governmentaccepted the proposals and agreed to finance the repair works. OEK is preparing the launch of a ten-der aiming at having the repair works started in summer 2010. Cedefop consequently moved its daycare centre offsite and closed two conference rooms.Upgrading the garden is ongoing. Renewal of conference systems infrastructure was postponed.

Implementation was postponed. The study will be launched early 2010.


Type


Results

47 citations to Cedefop in EU-level policydocuments• 58% MTP2: Interpreting trends in VET

and skills (45% Skills andcompetences analysis, 13%Qualifications for lifelong learning).

• 36% MTP1: Informing VET policy(19% Analysing and reporting onpolicy developments [including areference to Cedefop’s ReferNet], 17%Supporting development andimplementation of common EU tools).

• 6% MTP 3: Assessing VET’s benefits(Researching VET).

13 mandates and assignments in EU-level policy documents• 54% MTP2: Interpreting trends in VET

and skills• 23% MTP1: Informing VET policy• 15% MTP3: Assessing VET’s benefits• 8% General Cedefop expertise• 2 also require input from other

activities within different MTPs.

• available from 2010.

226 meetings86% committees, working/expert groupsor other meetings of senior stakeholdersof which • 14% related to presidency events• 53.1% MTP1: Informing VET policies• 29.6% MTP2: Interpreting trends in

VET and skills• 5.8% MTP3: Assessing VET’s benefits• 8.8% MTP4: Raising VET’s profileCommission’s cluster, working or expert group: 44.7%, DGVT, ACVT,

Indicator


Mandates and assignments givento Cedefop in policy documents

EU policy documents to thepreparation of which Cedefop hasparticipated

Participation in Presidency eventsand meetings of seniorstakeholders or which supportpolicy implementation

No

1

2

3

4

Outcome PMS indicators

ANNEX I

Cedefop performance indicators 2009

Type


Raisedawarenessamongstakeholdersand theeducation andtraining or widerVET community

Results

EMCO, ETCG, LLP committee: 5.8%,EESC, Business Europe, ETUC: 4.9%,European parliament: 1.8%, Committeeof regions: 0.4%, Other: 34.1%, Presi-dency event not described above: 8.4%.

375 000 downloads from the Cedefopwebsite• 69% related to publications.Amongst publications published in 2009:• 61% MTP1: Informing VET policy• 27% MTP2: Interpreting trends in VET

and skills• 10% MTP3: Assessing VET’s benefits• 2% MTP4: Raising the profile of VET.


• 37% increase in visits• 29% increase in visitors• 15% increase in page views(Data for 2006 to 2008. 2009 is a breakin series with the previous year:complete restructuring of the websitemeans data are not comparable).


82 events• 56.1% MTP1: Informing VET policies• 29.3% MTP2: Interpreting trends in

VET and skills• 6.1% MTP3: Assessing VET’s benefits• 7.3% MTP4: Raising VET’s profile.

90.3% of participants thought event wasgood or very good• 3.52 satisfaction on a scale from 1 to 4.• MTP1: Informing European VET

policies 3.43• MTP2: Interpreting European trends

in and challenges for skills,competences and learning 3.82

• MTP3: Assessing VET’s benefits 3.52.

Indicator

Downloads of publications/working papers/other

Citations of Cedefop publications/studies in the literature

Website traffic

Search engine position

Active participation in conferencesand events

Usefulness/satisfaction ofparticipants with meetings andevents organised by Cedefop

No

5

6

7

8

9

Cedefop performance indicators | 115


Type

Raisedawarenessamong citizens

Efficient and effectivesupport services

Results

• 89% of participants are very satisfiedor satisfied

• available from 2010• 2 532 participants of which 4.5%

social partners.

• 7.5 million visits (24% growth on2008)

• 6.5 million downloads (16% growth on 2008)

• 2.7 million documents created online(32% growth on 2008)


90 articles on Cedefop

84% of participants thought event wasgood or very good• 3.19 satisfaction on a scale from 1 to 4.

• 95% of establishment plan filled on31/12/2009

• 60 working days from deadline forapplications to report by selectionboard (Target = 60 days);

• 119 working days from publication of vacancy notice to AIPN decision(Target = 120 days)

• 8.4 average training days (target = 10 days) (Note that non-formallearning by for example attendance of conferences, workshops, etc. has not (yet) been included.)

• 99.06% budget executed (EC subsidy)• 80% of payments made within

30 days• 76 days until the signature of contract• 88% success of procurement

procedures; a further 10% has beensuccessful after a relaunch (lots arecounted separately).

• 55 502 hard-copy publications weredistributed, of which 14 624 wereresponses to individual requests and

Indicator

Study visit outcomes amongstakeholders and the educationand training community• Proportion of participants

satisfied with study visits• Distribution of the study visits

by theme• Distribution of study visits

participants by target group

Europass outcomes amongcitizens• visits• downloads• creation of doc. online• no. of countries using Europass

mobility tools (from 2010)

Media coverage, take-up ofarticles and press releases

Events for the local community (in Cedefop, in Greece):• Usefulness/satisfaction

Internal support services –Resources• Percentage of establishment

plan filled (including ongoingprocedures)

• Timeliness and duration ofselection procedures

• Training provision meets targetsset in the strategy

• % of budget executed• % of payments within 30 days• Timeliness of procurement

procedures• Success rate of procurement

processesdicator

(Internal) support services –Communication Information andDissemination

No

10

11

12

13

14

15

Cedefop performance indicators | 117

Type Results

40 808 copies were distributed to 55conferences and exhibitions includingthose in-house (*)

• 797 information requests answered bythe library’s reference service (*)

• 4 904 pages edited in English (*)• Graphic design concepts and identity

systems for seven conferences, twocultural events and 129 publications ofvarious types (*).


120 publications of different types• 12 Panoramas (discontinued in 2009),

7 Reference series, 2 Working Papers,1 Research Paper, 14 Informationseries, 2 Newsletters, 75 Translations(including newsletter and briefingnotes), 7 Briefing notes.

107 meetings/events organised byCedefop.

565 news items.

2 816 visitors (some visit more thanonce). Type (based on respondents toevaluation questionnaires):National/regional government org. or agency (47.9%), Education, VET or guidance centre/institution oruniversity (34.6%), Enterprise (3.9%),Other (3.9%), Social-partnerorganisation (3.1%), The EuropeanCommission (2.6%), Non-governmental organisation (2.6%),Non-EU international organisation(1.3%).

• 246 study visits.

Indicator

• % of services provided in thetime agreed with colleagues

• % meeting quality standardsmeasured through satisfactionwith services provided forcolleagues (editing, translation,lay-out printing, libraryreference service)

Quality and satisfaction withinternal services, includingtraining

Number of publications/workingpapers

Number of meetings/eventsorganised by Cedefop

Number of news items publishedon website

Number and types of visitors atCedefop events

Number of study visits

No

16

1

2

3

4

5

(*) These output indicators are provided in lieu of the outcome indicators to be available in 2010.

Output PMS indicators

Introduction

1. Cedefop supported the Czech and SwedishEU Presidencies in 2009 in their work todevelop European VET policy throughimportant contributions to their policy initia-tives and the conferences they organised.Initial discussions also took place to identifyCedefopʼs contribution to the Spanish andBelgian EU Presidencies in 2010.

Policy initiatives

Enhancing partnerships between education and training institutions and employers2. Cedefop contributed to the debate of the

European Economic and Social Committee,launched by the Czech presidency on part-nerships between education and traininginstitutions and employers. The opinion waslinked to the preparation of the Council con-clusions on partnerships (see below).

VET in times of the crisis3. To support the Swedish Presidencyʼs VET

conference The role of vocational educationand training in meeting the challenges oftoday and tomorrow held in November,Cedefop collected information on MembersStatesʼ VET measures in response to theeconomic crisis through its ReferNet net-work. Cedefopʼs analysis of this input, theinformation collected by the Presidencyfrom General Directors, recovery plans andother sources formed the basis for the brief-ing note Learning in a crisis (see below),distributed at the conference.

Copenhagen Process – preparing for the overall review in Bruges 20104. To prepare for the overall review of the

Copenhagen process (2002- 2010) in

Bruges in December 2010, discussionswere organised by the European Commis-sion and prospective Belgian EUPresidency. These meetings aimed to alignplanning for the Bruges Communiqué andthe roadmap for Cedefopʼs policy report for2010. The reporting process and potentialcontent of the report were presented anddiscussed at the spring meetings of Direc-tors general for vocational training and theAdvisory committee for vocational training.Following consultation in summer,Cedefopʼs draft survey was agreed at theBruges working group and the Directorsʼgeneral October meeting. Subsequently,questionnaires were sent to Directors gen-eral, Cedefopʼs ReferNet and – for the firsttime – national social partners to bereturned by 15 February 2010.

Presidency conferences and meetings

Thematic conference on flexicurity:Implementing flexicurity in times of crisis(Prague, 25-26 March 2009)5. Cedefop was invited to speak in the plenary

session on Lifelong learning: matching skillsand labour market needs on the path torecovery (see below). Cedefopʼs presenta-tion on future skill needs, the importance ofanticipating skill needs and the situation inMember States led to invitations to makecontributions to future Presidency events onrelated issues.

Partnership between education and train-ing institutions and employers for lifelonglearning (Prague, 6-7 April 2009)6. Cedefopʼs Director was invited to speak in

the workshop on Anticipation of skillsneeds with regard to employability – devel-opment of skills within lifelong learning.


ANNEX II

Cedefopʼs support for the EU Presidencies in 2009

The workshop discussed how cooperationamong different actors can help ensurethat skills developed in education and train-ing match labour market needs. Cedefopalso supported the workshop on Recogni-tion and relevance of learning outcomesfrom the view of employers; developmentof qualification frameworks. Conferenceoutcomes were used for the draft Councilconclusions on enhancing partnerships be-tween education and training institutionsand employers in the context of lifelonglearning.

New tools for VET: ECVET and EQARF(Prague, 20 May 2009)7. Given Cedefopʼs contributions to the work

on quality assurance and the Europeancredit system for VET (ECVET), Cedefopʼsdirector was invited to give a key notespeech at this conference. Co-organised bythe European Commission and Czech EUPresidency to launch and promote ECVETand EQARF recommendations, the con-ference addressed Directors general forvocational training, social partners at EUlevel as well as representatives of VETinstitutions and other stakeholders.Cedefopʼs project managers working onquality assurance and ECVET providedexpertise in the respective workshops.

New skills for new jobs (Gothenburg, 22-23 October 2009)8. Cedefop was invited to speak on future

labour market demands at this conferenceorganised by the Swedish public employ-ment service within the framework of thePresidency.

The role of vocational education and training in meeting the challenges of today and tomorrow (Stockholm, 12-13 November 2009)9. Cedefop was invited to participate in the

discussions by the European Commissionand the Swedish Presidency on the confer-ence themes. Cedefop provided contentsupport through the briefing note Learningin a crisis and its background paper for theconference seminar on how guidance andvalidation can stimulate access to and pro-gression in VET. Both papers wereprepared in close cooperation with thePresidency. Cedefopʼs director was invitedto give a key note speech, its deputy direc-tor contributed to a panel discussion andCedefopʼs expert on validation led the work-shop.

Quality VET-A key to success (Stockholm, 3-4 December, 2009)10. Cedefopʼs deputy director contributed to

the panel discussion of this conferencewhich was organised by the Swedishnational agency for education andENQAVET in the framework of theSwedish EU Presidency.

Imagine. Create. Innovate (Stockholm, 16 and 17 December 2009)11. Cedefop participated in the closing confer-

ence of the European Year of Innovationand Creativity which the European Com-mission and the Presidency held to assessthe activities which had been organisedduring the year on creativity and innova-tion.

Cedefopʼs support for the EU Presidencies in 2009 | 119


ANNEX III

Major publications 2009

Title

European training Thesaurus

Modernising vocationaleducation and training.Fourth report on vocational trainingresearch in Europe:background report.Volumes 1, 2, 3

Future skill needs inEurope: medium-termforecast. Backgroundtechnical report

The shift to learning outcomes. Policies andpractises in Europe

Continuity, consolidationand change. Towards a European era of vocational education and training

Description

A thesaurus is the most effective documentary tool in existence,allowing high-quality indexing (description of content and character-istics) and high-performance information searching (giving increasedprecision and simplifying recall).The third edition of the EuropeanTraining Thesaurus (ETT) is a bilingual publication (English-French)and contains over 2500 terms related to vocational education andtraining (VET).

The fourth report on VET research documents discusses and analy-ses the socioeconomic context and VET reforms, based on latestresearch evidence. The report informs and improves policy-makingand helps develop the VET research agenda. It thus provides anddiscusses the evidence base for enhanced cooperation in VET.

This publication provides a detailed technical background andreviews the first skill demand forecast in Europe. It outlines theapproach and methods adopted and presents the results for Europeas a whole (EU-25, Norway and Switzerland) as well as for individ-ual countries. It also untangles many data and technical issues andsets out the solutions that were adopted. The overall aim is todevelop a comprehensive system for producing detailed and consis-tent quantitative projections of future skill needs across Europe. Thisapproach and the set of results provide a sound foundation to takethe debate on the changing pattern of demand for skills forward.

This publication is a detailed comparative study of how education andtraining policies and practices in 32 countries are moving toward thelearning outcomes approach.The study illustrates the impact of this approach on policy develop-ment at European and national level; the development of curriculaand standards; improvement of testing and assessment; and teach-ing and training practices.

This third review of joint work to modernise VET endorsed in 2002 byEuropean countries, the European Commission and European socialpartners indicates that the coordinated approach in the Copenhagenprocess is driving change forward.

Major publications 2009 | 121

Language(s)

English,French

English

English

English

English

Link

www.cedefop.europa.eu/EN/publications/12898.aspx





Bibliographicalreference

Cedefop. Luxembourg:Publications Office,2009

Cedefop. Luxembourg:Publications Office,2009(Cedefop Referenceseries, 69) (Cedefop Referenceseries, 70) (Cedefop Referenceseries, 71)


Cedefop. Luxembourg:Publications Office,2009(Cedefop Referenceseries, 72)

Cedefop. Luxembourg:Publications Office,2009(Cedefop Referenceseries, 73)


Title

European guidelines forvalidating non-formaland informal learning

Terminology of European education and training policy. A selection of 100 keyterms

Future skill supply inEurope. Medium-termforecast up to 2020

Using tax incentives to promote educationand training

Implications ofdemographic change for vocational educationand training in the EU

Innovative learningmeasures for older workers

Description

Since 2006, work on common principles, guidelines and tools hassignificantly progressed. European and national agendas for VET arealigning. Countries have worked on quality, attractiveness and goodgovernance to make VET more equitable and more relevant to labourmarket needs. But progress varies.

These European guidelines on validating non-formal and informallearning result from more than two yearsʼ cooperation between Euro-pean countries in the cluster on recognition of learning outcomes andthe Education and training 2010 process. While referring to the com-mon European principles on identifying and validating non-formal andinformal learning, adopted by the Council of Ministers in 2004, theseguidelines provide expert advice to be used voluntarily by stakehold-ers at national and local levels.

This glossary defines a selection of 100 terms used in the field ofeducation and training policy in Europe. It is intended for researchersand practitioners and more generally for all those involved in educa-tion and training policy. It does not represent an exhaustive inventoryof the terminology used by specialists; rather it identifies key termsthat are essential for an understanding of current education and train-ing policy in Europe.

This publication presents a first and indicative medium-term forecastof skill supply in Europe until 2020.It provides complementary infor-mation on how many people with different qualifications will beavailable in future labour markets, developing macro-economic pro-jections and alternative scenarios for each Member State, plusaggregate European results.

The report shows important differences among the countriesanalysed in the tax treatment of spending on education and training.It underlines the role of tax incentives for education and training andillustrates that tax incentives are appreciated by employers andemployees, particularly in reducing education and training costs andfor their low levels of bureaucracy.

The report discusses the impact of demographic trends on vocationaleducation and training (VET) in EU-27. It presents short-, medium-and long-term projections of the future number of VET students andgraduates, for the period 2005-50 focusing on up to 2030. The analy-sis is based on the 2004 Eurostat population projections and centreson the cohorts aged 15-24.

Devising attractive lifelong learning (LLL) measures to address theneeds of mature employees, is a challenging task. The challenge hasas much to do with changes in the world of work (workplaces) as theneed for new policies in learning (training institutions). Further, goodpractice in one context can be difficult to transfer to another. Fore-casts indicate that the story of the future is labour shortages.


Language(s)

German,English,French

German,English,Spanish,French,Italian,Portuguese

English

English

English

English

Link











Cedefop. Luxembourg:Publications Office,2009(Cedefop Panoramaseries, 165)




Title

Individual learningaccounts

Professionalising career guidance. Practitionercompetences and qualification routes in Europe

The dynamics of qualifications. Defining and renewingoccupational and educational standards

Vocational education and training in Sweden.Short description

Sharing the costs of vocational education and training. An analysis of schemesin the newer EU Member States

Description

This publication examines the design and use of individual learningaccounts for learning. It is based on the Cedefop seminar, Individuallearning accounts: an incentive for financing continuing vocationaleducation and training, which presented research results on financ-ing continuing vocational education and training through suchaccounts.

The competence of career guidance staff makes an essential contri-bution to the quality of career guidance services. This report confirmsthat current training provision for such staff is highly variable betweencountries and sectors in Europe, although there is clear movementtowards more specialised training. Opportunities for staff mobility arelimited, particularly between education and labour market sectors andfrom paraprofessional to professional roles.

The aim of this Cedefop report is to improve our understanding ofhow vocational qualifications are constructed and renewed.This isdone by comparing how qualifications standards are defined andredefined in the 32 countries taking part in the Education and training2010 programme.

As this report goes to press, major reforms of vocational educationand training (VET) are imminent in Sweden. At the same time, thecurrent global economic crisis lends urgency to the need for VET tohelp learners develop the knowledge, skills and competences thatsuit their talents and match labour market requirements.

The study maps and compares vocational education and training(VET) cost-sharing mechanisms and regulatory instruments acrossthe 12 newer Member States (Bulgaria, the Czech Republic, Estonia,Cyprus, Latvia, Lithuania, Hungary, Malta, Poland, Romania, Slove-nia and Slovakia). It evaluates the influence of these mechanismsand instruments on private investment and participation in VET. Itestablishes which ones are more successful and identifies shortcom-ings in their governance.


Language(s)

English

English

English

German,English,French

German,English,Spanish,French,Italian,Portuguese

Link













Chairman Mr Peter Kreiml Government representative Bundesministerium für Unterricht, Kunst und Kultur –

Austria

Vice-chairman Mr Jordi Curell GotorEuropean Commission European Commission

Directorate General Education and CultureDirector DG EAC/A

Vice-chairman Mr Petri LempinenRepresentative of employees' Finnish Confederation of Salaried Employees –organisations STTK

Vice-chairman Ms Barbara DornRepresentative of employerʼs Bundesvereinigung der Deutschenorganisations Arbeitgeberverbände – Germany

Coordinator Ms Tarja RiihimäkiGoverment group Ministry of Education – Finland

Goverment representative Ms Micheline ScheysMinistry of Education and Training – Belgium

European Commission Ms Belen Bernaldo De QuirosEuropean CommissionDirectorate General Education and CultureHead of unit DG EAC-A3

European Commission Mr Peter BaurEuropean CommissionDirectorate-General Education and CultureDeputy Head of Unit DG EAC-A3

Coordinator, employersʼ group Mr Marcus SchwenkeBusinessEurope

Coordinator, employeesʼ group Mr Joël DecaillonConfédération Européenne des Syndicats – CES/ETUC

Observer Ms Kristin EvensenEEA representative Royal Ministry of Education,

Research and Church Affairs – Norway

ANNEX IV

Cedefop governing board (as at 31 December 2009)An updated list can be found on Cedefopʼs website: http://www.cedefop.europa.eu/EN/about-cedefop/governance/governing-board.aspx

Participating in the Bureau meeting

BE

BG

CZ

DK

DE

EE

IE

EL

ES

Cedefop governing board | 127

Cedefop Governing Board Mem bers (1)

Government representatives

(rota system)Ms Micheline ScheysMinistry of Education and Training

Ms Isabelle VoiturierFOREM

Ms Valentina DeikovaMinistry of Education andScience

Mr Miroslav ProchazkaNational Institute of Technicaland Vocational Education

Mr Roland Svarrer ØsterlundUndervisningsministeriet

Mr Peter ThieleBundesministerium für Bildungund Forschung

Mr Kalle ToomEstonian Ministry of Education and Research

Mr Patrick HaydenEmployment and TrainingStrategyDepartment of Enterprise,Trade and Employment

Mr KonstantinosTsoutsoplidisMinistry of Employment andSocial Protection

Mr Francisco Javier AlfayaHurtado Ministerio de Trabajo eImmigraciónSubdirector General dePolíticas Activas de Empleo delServicio Público de EmpleoEstatal (SPEE)

Employers ̓organisationsʼrepresentatives

Mr Jan DelfosseF.E.D.I.S.

Ms Galia BozhanovaBulgarian Industrial AssociationUnion of the BulgarianBusiness

Mr Pavel ChejnThe Czech Association ofEmployers in Energy Sector(CSZE)

Mr Henrik Bach MortensenDansk Arbejdsgiverforening

Ms Barbara DornBundesvereinigung derDeutschenArbeitgeberverbände

Mr Tarmo KriisEstonian Employers'Confederation

Ms Tony DonohoeIBECIrish business and employers

Mr Evangelos BoumisTitan Cement Company S.A.

Mr Juan Menéndez ValdésConfederación Española de OrganizacionesEmpresariales – CEOE

Employees ̓organisationsʼrepresentatives

Mr Michel van UytfangheACV-CSC

Ms Svetla TonevaKNSB – Confederation ofIndependent Trade Unions inBulgaria

Ms Milada PelajovaCzech-Moravian Confederation of Trade Unions

Mr Erik SchmidtSalaried Employees and CivilServants Confederation (FTF-DK)

Mr Hermann NehlsDeutscher Gewerkschafts -bund – DGB

Ms Kaja ToomsaluConfederation of EstonianTrade Unions

Mr Peter RigneyIrish Congress of Trade Unions

Mr Michalis KouroutosG.S.E.E.

Ms Luz Blanca CosioAlmeidaUGT

(1) Council Decision of 14 September 2009 renewing Cedefop Governing Board (OJ C 226 of 19.09.2009, page 2).



Ms Elisabeth ArnoldMinistère de l'éducationnationale

Mr Filippo MazzottiMinisterio del Lavoro, dellaSalute e delle Politiche SocialiDirezione Generale per lePolitiche per l'Orientamento ela Formazione

Mr George PapageorgiouMinistry of Labour and Social Insurance

Mr Janis GaigalsMinistry of Education andScience

Mr Romualdas PusvaškisMinistry of Education andScience

Mr Nic AlffMinistère de l'Educationnationale et de la Formationprofessionnelle

Ms Ildikó Modláné GörgényiNational Institute of VocationalEducation

Mr Paul A. AttardMinistry of Education, Youthand Employment

Mr Peter van IJsselmuidenMinisterie van Onderwijs,Cultuur en Wetenschappen

Mr Peter KreimlBundesministerium für Unterricht , Kunst und Kultur

Mr Piotr BartosiakMinistry of National EducationMinisterstwo EdukacjiNarodowejDepartment of VocationalTraining and ContinuingEducation


Mr Bernard FalckMouvement des Entreprises de France – MEDEF

Mr Claudio GentiliConfindustria

Mr Michael PilikosCyprus Employers &Industrialists Federation

Ms Ilona KiukucaneLatvian Employers'Confederation

Ms Laura SirvydieneLithuanian Confederation of Industrialists

Mr Paul KrierChambre des Métiers du Grand-Duché du Luxembourg

Mr Zoltán PeteNational Federation ofHungarian Contractors

Mr Andrew W.J. MamoGales & Mamo (Trading) Ldt

Mr Jan Willem van den BraakVereiniging VNO-NCW

Mr Gerhard RiemerIndustriellenvereinigung

Mr Josef Jacek HordejukThe Chamber of Craftmanshipand Enterprise


Ms Laurence MartinForce Ouvrière - F.O.

Mr Roberto PettenelloCGIL

Mr Nicos NicolaouCyprus Workers' Confederation – SEK

Ms Santa OzolinaFree Trade UnionConfederation of Latvia – LBAS

Ms Tatjana BabrauskieneLithuanian Trade UnionConfederation

Ms Danièle Nieles

Mr Ferenc TothSZEF

Mr William PortelliConfederation of Malta Trade Unions

Mr Bart BruggemanChristelijk NationaalVakverbond (CNV)

Mr Alexander PrischlÖsterreichischerGewerkschaftsbund – ÖGB

Mr Zygmunt CybulskiOPZZ

FR

IT

CY

LV

LT

LU

HU

MT

NL

AT

PL

Cedefop governing board | 129

PT

RO

SI

SK

FI

SE

UK


Ms Maria da Conceição AfonsoDGERTEmployment and VocationalTraining

Ms Gabriela CiobanuNational Centre for VETDevelopment

Mr Anton SimoničMinistry of Education and SportDivision for European Affairs

Mr Juraj VantuchComenius UniversityMinistry of Education

Ms Tarja RiihimäkiCoordinator for theGovernment GroupMinistry ofEducation

Ms Carina LindénSwedish Ministry of Educationand Research

Ms Nicola ArcherJoint International Unit –Department for Education and Skills


Mr José Sanchez Ramirez

Mr Ion HohanGeneral Confederation ofRomanian IndustrialistsUGIR-1903

Mr Anze Hirsl Association of Employers ofSlovenia

Mr Daniel HrdinaAssociation of Employers ofTransport, Post Offices &Telecommunications of theSlovak Republic

Ms Mirja HannulaConfederation of FinnishIndustries – EK

Mr Karin ThapperThe Association of SwedishEngineering Industries

Mr Richard WainerConfederation of BritishIndustry – CBI


Mr Augusto PraçaCGTP-IN

Mr Gheorghe SimonNational Confederation of FreeTrade Unions inRomania – CNSLR-FRATIA

Mr Marjan Urbanč Association of Free TradeUnions of Slovenia – ZSSS

Mr Alexander KurtanskýConfederation of Trade Unionof the Slovak Republic (KOZ SR)

Mr Petri LempinenVice-ChairmanFinnish Confederation ofSalaried Employees STTK

Ms Ulrika HektorTCO Sweden

Mr Leslie ManassehTrade Union Congress


Ms Odile QuintinDirectorate General Education and CultureDirector-General for Education and Culture

Mr Jordi Curell GotorVice-chairmanDirectorate General Education and CultureDirector DG EAC-ALifelong Learning: horizontal Lisbon policy issues and international affairs Éducation et Formation tout au long de la vie: politiques horizontales Lisbonne et affaires internationales

Ms Belen Bernaldo de QuirosDirectorate General Education and CultureHead of unit A3Jean Monnet; partenariats universités/acteurs économiques; relations avec les agences

Mr Peter BaurDirectorate General Education and CultureDeputy Head of Unit DG EAC-A3


Ms Åsta Sif ErlingsdóttirMinistry of Education, Science and CultureUniversity of Iceland – Research Liaison office

Ms Kristin EvensenRoyal Ministry of Education, Research and Church Affairs

IS

NO


Mr Marcus SchwenkeBUSINESSEUROPE

Mr Helge HalvorsenConfederation of NorwegianBusiness and Industry


Mr Josef Niemiec (3)European Trade UnionConfederation

Mr Tor-Arne SolbakkenNorwegian confederation ofTrade Unions

European Commission representatives (2)

Observers

Coordinators

(2) Communication – Appointment of Commission representatives (OJ C 88, 25.3.2000 page 6).(3) Nominated by ETUC in November 2009

Humna resources | 131

ANNEX V

Human resources

Staff situation at 31 December 2009

The establishment plan 2009 had 101 posts (50 AD and 51 AST).

On 31 December 2009, the Centre employed 96 staff on the basis of the establishment plan.There were more temporary than permanent posts, both in function group AD (35/15) and infunction group AST (20/31).

On 31 December 2009, 5 posts were not occupied:• 2 AD selection procedures were ongoing• 1 staff member will take up duties in early 2010• 1 AD post will be advertised early 2010• 1 AST post will be filled when the staff member returns from unpaid leave in May 2010• 1 recruitment procedure was underway for the replacement

of the Head of Area Research and Policy Analysis who will retire in 2010.

In addition to the above, Cedefopʼs personnel comprised:• 6 Seconded National Experts• 1 Official on secondment from the Commission• 26 Contract Agents.

The following non-statutory intra-muros staff also worked at the Centre:• Medical officer, ICT support (e.g. Helpdesk) and day care centre support;• A specific service contract provides for one or two security guards to be

at the disposal of the Centre 24 hours a day, in three shifts. They also put at the disposal of the Centre 1 switchboard operator;

• Cleaning services;• Specific contracts provide for maintenance of the building and the grounds.

On 31 December 2009, there were 129 staff working at Cedefop not including the non-statutory staff.

The following charts show the composition of the staff by nationality, age, gender and years of service at Cedefop.


Nationality

(*) Includes officials, temporary agents, contract agents and seconded experts; 13 staff members have double nationality from an EU Member State.

DE

Percentage

NationalityAT BGBE CZCY DK EL ES FI FR HU IT LT LU NL NO PL PT RO SI SK UK

Staff (*) by nationality

40%

30%

0%

20%

10%

30%

20%

25%

0%

15%

10%

5%

Percentage

Officials and temporary agents by nationality

Nationality

AT BE BG CZCY DΚDΕ EL ES FI FR IT LT LU NL NO PL PT RO SI SK UK

Human resources | 133

Cedefop occupied posts (male/female)

80%

60%

40%

0%

20%

NationalityCZ DE EL FR IT UK

Contract agents by nationality

Percentage

14

12

10

2

0

6

8

4

Male Female

Num

ber

of p

erso

ns

Grades

Official and temporary agents

AD 14 AD 13 AD 12 AD 11 AD 10 AD 9 AD 8 AD 7 AD 6 AD 5 AST 10 AST 9 AST 8 AST 7 AST 6 AST 5 AST 4 AST 3 AST 2 AST 1

By gender

By age By years of service


Num

ber

of p

erso

ns

8

10

12

14

2

4

6

0

CategoriesFG I FG II FG III FG IV

Contract agents by gender Male Female

MALE 37% FEMALE 63%

All staff (excluding SNEs) by gender

31-40 33% <31 1% 41-50 36%

51-60 24%>60 6%

Officials, temporary agents and contract agents by age

Officials, temporary agents and contract agents by service

6-10 25%11-15 29%

16-20 0% 0-3 29%

4-5 14%

>20 3%

Cedefop organisation chart | 135

Peter KreimlPresident

Aviana M. BulgarelliDirector

Christian F. LettmayrDeputy Director

Internal auditor

Michael Kemmer(none at 31/12/2009)

Staff committee

Directorate

Governing Board/Bureau

Research and

policy analysis

AREA AREA

Enhanced

cooperation in VET

and lifelong learning

AREA

Communication,

information and

dissemination

AREA

Resources

Manfred TessaringHead of area

Mara BrugiaHead of area

Thierry Bernard-GueleHead of area

Legal advisor

Miriam Fuchs

Human resources

Ginette Manderscheid

Finance and

procurement

George Paraskevaïdis

Brussels office

Jens Bjørnåvold

Stephen Temkow

Gerd-Oskar BauseweinHead of area

Accountancy

Lazaros Tossounidis

ICT and facilities

ANNEX VI

Cedefop organisation chart (situation at 31 December 2009)


Headings A – Initial B – Transfers C – Final budgetbudget and BRS (after end of year

transfers & BRS)

Title 1 (Staff) 10 519 000 -75 000 10 444 000

Title 2 (Investment building, equipment) 1 288 000 31 360 1 319 360

Title 3 (except chapter 31) 4 888 000 232 629 5 120 629

Total budget (except chapter 31) 16 695 000 188 989 16 883 989

31 (Particip. of non member states & BRS) 394 842 1 250 000 1 644 842

TOTAL BUDGET (with chapter 31) 17 089 842 1 438 989 18 528 831

Implementation of Community subvention:

Community subvention 16 590 000

Own resources (except chapter 31 and BRS) 105 000

Sum 1 16 695 000

Refund (translations) 188 989

Sum 2 16 883 989

of which implemented in 2009 99 %

ANNEX VII

Budget execution 2009

Budget execution 2009 | 137

D – Blocked E – Remaining F – Effective G – Automatic H – Final I – Budgeton provisional budget at execution carry-overs budget executionand specific year end (blocked as % to 2010 execution rate

(for commitment) = C–D of final budget) = D+G = H/C

10 141 580 302 420 97.10 % 254 686 10 396 266 99.54 %

868 671 450 689 65.84 % 403 904 1 272 575 96.45 %

2 275 980 2 844 649 44.45 % 2 780 875 5 056 855 98.75 %

13 286 232 3 597 7758 78.69 % 3 439 465 16 725 696 99.06 %

1 039 172 605 670 63.18 % 1 039 172

14 325 404 4 203 428 77.31 % 3 439 465 17 764 868 95.88 %


Area Activity name FTE Title 1 Title 2 Title 3 Total

RPA Policy analysis 12.25 976 353.38 125 092.72 533 756.64 1 635 202.74

RPA Skill needs analysis 9.60 795 319.56 98 045.18 358 515.15 1 251 879.89

RPA VET research 13.52 1 149 004.32 138 060.48 405 310.22 1 692 375.02

RPA ReferNet 4.98 459 973.61 50 827.47 899 381.35 1 410 182.43

RPA European journal3.23 271 995.83 32 949.75 64 856.76 369 802.34

vocational training

ECVL Education and Training 2010 27.62 2 349 952.80 282 142.94 1 477 017.34 4 109 113.08

ECVL Study visits 16.29 1 175 441.55 166 408.22 419 131.07 1 760 980.84

CID External communication 15.26 1 270 865.83 155 852.67 271 674.37 1 698 392.87

CID Information and documentation

13.56 1 119 303.96 138 488.18 310 795.75 1 568 587.89

CID Publications –Content management

9.80 805 798.69 100 132.34 147 561.29 1 053 492.32

ABB (A) 126.11 (1) 10374 009.53 (2,3) 1 287 999.95 (2) 4 887 999.94 (2) 16 550 009.42

Budget 2009 (B) 10 444 000.00 1 319 360.00 6 765 471.00 18 528 831.00

(B) – (A) 69 990.47 (1) 31 360.05 (4) 1 877 471.06 (5) 1 978 821.58

(1) Underspending mainly due to the non-acceptance of the Commissionʼs proposal with regard to the annual adjustment of salaries (rappel).

(2) Small differences due to automatic rounding in calculations performed by the system.

(3) Difference of 140 000 EUR with the initial budget shown in the budget Implementation table due to assigned own revenue.

(4) Title 2 has an additional 31 360 EUR (transfer from Title 1).

(5) The difference corresponds to 2009 appropriations in Chapter 31 ʻParticipation of non-member states in the work programmeʼ, broken down as follows:Budgetary contributions from Norway and Iceland: 394 842 EUR – cannot be used before corresponding appro-

priations from previous years are fully spentContribution Agreement DG EMPL (BRS 1/2009): 1 000 000 EUR – the actual funds will be made available to

Cedefop in 2010Complementary subsidy from the EC for the building problems (BRS 1/2009): 250 000 EUR – received in mid-December 2009Refund from the Translation Centre (BRS 1/2009): 188 989 EUR – received in mid-December 2009Transfer from Title 1: 43 640 EUR

ANNEX VIII

ABB compact report (2009)

Cooperation between the ETF and Cedefop | 139

ANNEX IX

Cooperation between the ETF and Cedefop, summary joint progress report 2009

Foreword

Cedefop is the European Unionʼs (EUʼs)agency to support the development of voca-tional education and training policies.Cedefop is based in Thessaloniki, Greeceand contributes to implementing the educa-tion and training work programme 2010,drawn up to achieve the Lisbon goal andmake Europeʼs education and training sys-tems a world reference for quality by 2010.The Copenhagen declaration and theMaastricht and Bordeaux communiquégranted Cedefop a specific role to supportand monitor progress in Member Statesevery two years, in what is known as theCopenhagen process. Cedefop, with thesupport of its Governing Board (comprisingrepresentatives from the European Com-mission, Member States and socialpartners) will continue to provide its expert-ise to support evidence-based policy-making and promote closer European coop-eration in vocational education and training.

The ETF is an agency of the EuropeanUnion based in Turin, Italy. It was estab-lished to contribute to the development ofthe education and training systems of theEU partner countries. The ETFʼs mission isto help transition and developing countriesto harness the potential of their humanresources through the reform of educationand training systems in the context of theEUʼs external relations policy. The ETFbases its work on the conviction that humanresources development in a lifelong learn-ing perspective can make a fundamentalcontribution to increasing prosperity, creat-ing sustainable growth and encouragingsocial inclusion in transition economies. The

ETF deploys and recruits experts frommany disciplines to handle complex andmulti-dimensional topics in a team environ-ment, in order to create new knowledge,insight and solutions.

The ETF uses Cedefop as a source ofinformation and best practice in the EU andEEA countries in the field of vocational edu-cation and training and the labour market inorder to carry out its mission of supportingeconomic and social reform in its partnercountries outside the EU. Cedefop benefitsfrom the ETFʼs experience to date both inthe candidate and in other partner coun-tries. Although both agencies work in thevocational education and training area,there is no overlap between their work.They join forces where necessary to helpthe European Community to reach its objec-tives. The ETF supports EU externalrelations policies and works with non-EUMember States, whereas Cedefop workswith EU Member States and is part of EUinternal policy to which the EEA countriesare associated.

The ETF operates in the framework ofthe EUʼs external assistance policies. Itsrole is to help partner countries formulateand implement public policy solutions thatare appropriate to the problems they face intheir economic, social and political contexts.The ETF works in collaboration with partnercountry stakeholders to provide guidance inthe face of a multitude of possible alterna-tive policy solutions. Through its policyanalysis, advisory and capacity buildingactions, the ETF supports knowledge dis-semination and policy management topromote realistic priority and objective set-ting. Partner countries have limited


resources for research or evidence basedpolicy development and there are largeopportunity costs in reform strategies. TheETF synthesises policy approaches and thecontext of partner countries.

Introduction

During 2009, ETF and Cedefop further sys-tematised their cooperation to maximise thebenefits for their respective mandates. Thisresulted in a series of cooperative activitiescovering contributions to the developmentand implementation of EU approaches inthe area of lifelong learning, the sharing ofpartner country experiences with Cedefop,contributions to publications in relevantareas and the sharing of knowledge andexperience in key areas of mutual interest.

Cedefop and ETF also worked togetherto create a new framework for cooperationbetween themselves for the period 2010-2013. The framework is included in annex.The framework will be implemented on anannual basis through a joint work pro-gramme attached to the annual workprogrammes of each agency. A joint reporton the implementation will be attached toeach agencyʼs Annual Activity Report.

Report of ETF –Cedefop cooperation 2009

1. Participation and contribution to European Developments in Lifelong Learning.

1.1. European Qualification FrameworkETF and Cedefop worked together in theimplementation of the European Qualifica-tions Framework (EQF) (1) through jointparticipation in the EQF Advisory Group.During the year, the ETF and Cedefopworked together with the European Com-

mission to explore the relation between theEuropean Qualifications Framework anddevelopment outside the EU in the area ofqualifications Framework. The cooperationproduced a major international conferencein 2009 hosted by the European Parliamentwithin the calendar of the Czech Presi-dency. The cooperation has highlightedopportunities for mutual learning betweenthe rest of the world and the EU and con-tributed to making European developmentsin lifelong learning more visible to the widerworld1. Both agencies participated substan-tially to the work of the cluster onrecognition of learning outcomes, a platformprovided for systematic exchange of experi-ences and peer learning between MemberStates and social partners on challengesrelated to National Qualifications Frame-works, learning outcomes and validation ofnon-formal and informal learning.

1.2. European Developments in Quality Assurance

ETF and Cedefop experts cooperated in fol-lowing developments in quality assurancein vocational education in Europe throughparticipation in the European Network forQuality Assurance in Vocational Educationand Training (ENQA-VET). The network isthe platform for the development of a Euro-pean Quality Assurance and ReferenceFramework (EQARF) (2). ETF and Cedefopjointly contributed to the development ofEQARF in 2009, e.g., Governing BoardGeneral Assembly Meetings of theENQAVET, and Thematic Groups e.g., peerreviews as a tool for quality and qualityassurance at VET provider level. The mainpurpose of the Network is to create a struc-tured and sustainable platform forparticipating countries to exchange informa-tion and experience, to dialogue and allowfor mutual learning on the issues of qualitydevelopment in VET.


1.3. Standing Group on indicators andbenchmarks for Vocational Educa-tion and Training (3) in Europe.

In 2009, ETF cooperated with Cedefopthrough joint participation and contributionto the standing group on indicators andbenchmarks. The standing group preparesthe progress report for the Annual Reporton the achievement of the goals for 2010.Cooperation in this group ensures commonunderstanding of the methodologicalapproaches and data gathering beingundertaken at the European level to moni-tor VET developments. The cooperationprovides a conduit for exchange of experi-ences between the two agencies for datacollection and network development andmaintenance.

1.4. Cooperation in the European Lifelong Guidance developments

In 2009, ETF continued to cooperate withCedefop in the area of career guidancethrough different activities: regular contactand exchange of information between theCedefop and ETF experts on the topic ofcareer guidance, as well as mutual partici-pation/contribution to events, for exampleETF contribution to a Peer Learning eventin Thessaloniki on 26-27 November.Cedefop contributed to a Knowledge-Shar-ing event for ETF staff in Turin during May.This was followed by the hosting of twomeetings of the Cedefop-ETF expert teamin Turin. ETF and Cedefop jointly partici-pated in European Lifelong Guidance PolicyNetwork (ELGPN) and its annual work pro-gramme during the year. The ELGPNassists the EU member states and theCommission in moving forward EU cooper-ation on lifelong guidance in both theeducation and employment sectors.

In 2009, for the first time countries fromthe Western Balkans were linked to this pol-icy network, at the joint initiative of the ETFand Cedefop.

1.5. Cooperation in Teacher Training (TT)

The Cedefop TTnet (4) conference broughttogether 130 policymakers at both Euro-pean and national levels, representatives ofEuropean and international institutions,training practitioners, social partners, repre-sentatives of training institutions andresearchers. ETF helped Cedefop plan thismajor conference and to select workshoporganisers and provided a keynote speechas well as assisting with relevant participa-tion from Croatia.

Representatives from Montenegro, Ser-bia and Turkey Candidate countries weresupported by the ETF LEARN (5) projecthad invited representatives from and helpedCedefop to identify representative fromCroatia.

2. Copenhagen Process as per the Bordeaux Communique Contribu-tions to the Bruges Review 2009

As expressed in the conclusions of theCouncil and of the Representatives of theGovernments of the Member States, meet-ing within the Council, on the futurepriorities for enhanced European coopera-tion in vocational education and training (6),Cedefop and the European Training Foun-dation continue to support the Commission,in particular in the monitoring and reportingof progress in implementation.

In that context, ETF and Cedefop havecooperated during 2009 in the preparation ofthe report on progress in implementing Eu-ropean policy priorities for VET in the Copen-hagen process (2002-10) Cedefop being in-volved with the EU Member States and theEuropean Free Trade Association (EFTA)/European Economic Area (EEA) Countries,and ETF being involved with the CandidateCountries (Croatia, Turkey and the FormerYugoslav Republic of Macedonia).


3. Support for Research Cooperation

3.1. Cooperation in Contributions to Publications

ETF and Cedefop cooperated together onresearch on international trends on thedevelopment of National QualificationFrameworks, both in Europe and in thewider world. Three major studies wereundertaken in 2009: a broad review oftrends in qualification framework frame-works on both the EU and in partnercountries of the EU; a specific series ofcase studies undertaken in cooperation withthe ILO; and a review of developments inregional qualification frameworks interna-tionally. The results of these studies willinform on going discussions on the role ofnational qualifications frameworks in pro-moting lifelong learning and will contributeto the agenda of a major conference on theEQF in the second half of 2011.

3.2. Joint Seminar Participation on VET data collection

In 2009 participated in a Cedefop workshopwith representatives from all of the EUmember states in partnership with Eurostat.The workshop supported the Task Forcecharged with preparing Eurostatʼs 4th Con-tinuing Vocational Training Survey(CVTS4).

4. Information, Knowledge Managementand Dissemination

The series of information and knowledgesharing workshops between the two agen-cies continued in 2009. In 18 September2009, Cedefop presented the developmentof work on qualification issues and thepreparation of the 2010 policy report to ETFstaff in Turin. This is scheduled to be fol-lowed up in 28 January 2010, ETF with apresentation on the development of nationalqualification frameworks in its partner coun-tries and of the work on migrations toCedefop staff in Thessaloniki, as well as thenew ETF process (Torino process) aimed atproviding a consistent analysis of progressalong the VET reforms and systems in itspartner countries.

In the area of VET financing cooperationcontinued with ETF being invited in theCedefop Agora on sharing the costs of VETin October 2009 and Cedefop being invitedin an ETF conference in Sarajevo in Janu-ary 2009 about adult training developments

Cedefop also shared information withETF on their work in relation to skill antici-pation, covering the likely changes in skilldemand over the coming decade, and likelychanges in the supply of skills and the pos-sibilities of imbalances between demandand supply


5. Impact of the Cooperation

The cooperation in 2009 continued tostrengthen the capacities of each agency intheir respective mandates for the EuropeanCommission. The cooperation ensured thatCandidate Countries were fully aware of thedevelopments with the Copenhagenprocess and that these countries includedin assessments undertaken in 2009.

Knowledge sharing and disseminationbetween the two agencies enabled eachagency to understand distinctions in trendsand applications in vocational education intheir different mandates, particularly in thecontext of responses to the financial crisisduring 2009. The cooperation was also veryimportant in ensuring that ETF was in aposition to assess the feasibility of includingEU approaches in the Enlargement, Neigh-bourhood, and Development Cooperationprogrammes. Related to this was the abilityof the agencies to work together with theEuropean Commission to explore withMember and Non Member States the exter-nal impact of the European approaches tolifelong learning and how European devel-opments can influence policy making in nonmember states and the implications of this– both for external and internal develop-ments.

(1) Additional information on this conference is availablefrom the ETF website at: http://www.etf.europa.eu. Infor-mation on the European Qualifications Framework isavailable from the website of DG Education and Cultureat the European Commission (http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm).

(2) The European Quality Assurance Reference Framework(EQARF) is designed to promote better vocational edu-cation and training by providing authorities with commontools for the management of quality. More informationon the framework is available from the European Net-work for Quality Assurance in Vocational Education andTraining (http://www.enqavet.eu/EQARF-website.htm).

(3) The Standing Group on Indicators and Benchmarks(SGIB), an expert group representing all member states,was also set up to advise the Commission on the use ofindicators and benchmarks. More information is avail-able from The Centre for Research in Lifelong Learning.http://crell.jrc.ec.europa.eu/indicators_and_benchmarks.htm

(4) More information on Cedefop TTnet is available fromhttp://www.cedefop.europa.eu/EN/about-cedefop/networks/teachers-and-trainers-network-ttnet/teachers-and-trainers-network-TTnet.aspx

(5) Information on the ETF LEARN project in South East-ern Europe is available from the ETF website at www.etf.europa.eu/WEB.NSF/pages/Project_area:_SEE_VET_TT_network_EN?Opendocument

(6) More information on these Conclusions is available inthe Bordeaux Communique: http://ec.europa.eu/education/news/news1087_en.htm


1. PurposeThis document establishes a framework forcooperation between the ETF and Cedefopfor the period 2010-2013. Both agencieswork in the area of vocational educationand training in a lifelong learning perspec-tive, but with distinct missions, geographicalscopes and objectives. The ETF is achange agent with a direct operational rolein improving human resource capacities inETF partner countries (8). Cedefop con-tributes to the development and promotionof vocational education and training (VET)policy in the EU through research, policyanalysis, exchanges of information andexperience, and by providing expertise tothe European Commission, Member Statesand social partners. Cooperation to datehas been productive and of benefit to theimplementation of European programmesand priorities.

2. The roles and mandates of Cedefop and the ETF

Cedefop is the EUʼs agency supportingvocational education and training policydevelopment at European level. Cedefopsupports the European Commission, EUMember States and the social partners intheir work to improve vocational education.

Cedefop is acknowledged as an authori-tative source of information on VET, skillsand competences. Its strategic objective for2009-11 is to ʻcontribute to excellence inVET and strengthen European cooperationin developing, implementing and evaluatingEuropean VET policyʼ. This objective is sup-ported by four priorities:

• informing European VET policies,• interpreting European trends in and chal-

lenges for skills, competences andlearning,

• assessing the benefits of VET, and• raising the profile of VET.

These priorities focus Cedefopʼsresearch, policy analysis and networkingactivities on filling knowledge gaps, gener-ating new insights and raising awarenessabout VET issues. Using the evidence gath-ered and its expertise, Cedefop providesadvice to support an evidence-based Euro-pean VET and skills policy agenda and tostrengthen European cooperation.

The European Parliament, the EuropeanCouncil, the European Commission, Mem-ber States and European Social partnershave entrusted Cedefop with some impor-tant tasks.

These include reporting on progressmade by EU Member States in implement-ing common policy priorities for improvingVET. Cedefopʼs biennial VET policy reportshave been the basis for key policy deci-sions. Another task is skill needs analysisand anticipation. Cedefopʼs pan-Europeanforecasts for skill demand and supply havestimulated debate on how Europe can raisethe skill level of its workforce and avoid skillmismatches. Cedefop is also directlyinvolved in developing common Europeantools and principles (such as EQF, ECVET,Europass, EQARF) and supporting theirimplementation. These include the Euro-pean Qualifications Framework andEuropass which improve the understandingof qualifications and skills and supportmobility and common principles in policyareas such as lifelong guidance and the val-

Framework for cooperation between Cedefop and the ETFUnder the education and training 2010 programme and the strategic framework for European cooperation in education and training (7)


idation of informal learning.The ETF provides advice and assistance

to the European Commission on humancapital development in its partner countriesoutside the EU. The ETF helps transitionand developing countries to harness thepotential of their human capital through thereform of education, training and labourmarket systems in the context of the EUʼsexternal relations policy. The ETFʼs workimproves the productivity of the EUʼs exter-nal assistance by technical support to theCommission and the productivity of partnercountry human capital systems and theirability to address the policy challenges theyface in relation to skill formation.

The ETF provides services to a range ofstakeholders and clients with shared inter-ests in the contribution that human capitaldevelopment can make to EU externalassistance objectives and to the Commis-sionʼs actions in relation to the externaldimension of its internal policies (9). Thesestakeholders include European institutionssuch as the European Commission, theEuropean Parliament, related Europeanagencies and EC Delegations, as well aspolicy stakeholders in partner countries.The ETF also works with the internationaldonor community to exchange informationand lessons learned in the assistance fieldand to collaborate on activities of mutual rel-evance.

The ETFʼs functions (10) within its geo-graphical scope, under its regulation, withinthe context of the appropriate Communityinstruments and international agree-ments (11), are to:• provide information, policy analyses and

advice on human capital development

issues in partner countries;• promote knowledge and analysis of skills

needs in national and local labour mar-kets;

• support relevant stakeholders in partnercountries in building capacity in humancapital development;

• facilitate the exchange of information andexperience among donors engaged inhuman capital development reform inpartner countries;

• support the delivery of Community assis-tance to partner countries in the field ofhuman capital development;

• disseminate information and encouragenetworking and the exchange of experi-ence and good practice between the EUand partner countries and amongst part-ner countries in human capitaldevelopment issues;

• contribute, at the Commissionʼs request,to the analysis of the overall effectivenessof training assistance to the partner coun-tries.

3. Cooperation between Cedefop and the ETF 1997-2009

Since 1997, Cedefop and the ETF, havedeveloped a formal cooperation within theframework of their own specific missionsand responsibilities. Cooperation betweenthe two agencies is defined through anagreement which was developed in 2001 inadvance of the EU enlargements of 2004and 2007. The agreement facilitated effec-tive working arrangements between the twoorganisations during the enlargementprocess, including the introduction of the


new Member States to Cedefopʼs ReferNetnetworks, as well as policy reporting andresearch processes. Between 2001 and2009, the ETF and Cedefop have cooper-ated in the following areas:• the ETF has supported candidate coun-

tries in their participation in Cedefopprojects and initiatives;

• the joint development and parallel imple-mentation of projects through a series ofjoint activities for candidate countries aspart of each agencyʼs annual work pro-gramme;

• the involvement of Cedefop and ETFexperts in events and projects of mutualinterest organised by both agencies;

• regular exchange and use of each otherʼspublications during the implementation oftheir own work programmes: for example,ETF staff have drawn on Cedefopʼsnational and topical reports within thecontext of the various VET reform pro-grammes for which it has beenresponsible; similarly, Cedefop makesgood use of the various candidate coun-try reports produced by the ETF in thepreparation of its Study Visits Programmeand policy reports;

• Cedefop is represented on the ETFʼs Edi-torial Board and vice versa.

• exchanges of information, covering twomeetings per year to ensure knowledgesharing, on different policy options whichcan help advance reforms in nationaleducation and training systems in the EUand in third countries as part of Educationand Training 2010 work programme.

• participation in Learning Cluster Meetingsin support of the Education and Training2010 work programme (to which MemberStates, the candidate and EFTA/EEAcountries participate)

• collaborations and exchange of experi-ences and good practices onadministrative issues.

Since 2009 and following the inclusion ofRomania and Bulgaria in the EU, Cedefophas concluded its project on the familiarisa-tion of candidate countries.

4. Cooperation between Cedefop and the ETF 2010-13

In the context of the institutional mandateand the geographical scope of each agencyCedefop and the ETF will cooperatethrough:• exchanges of information and experience

on key EU and third country policy issuesof mutual interest and which are of rele-vance to each agencyʼs mandate. Twomeetings per year (one in Thessalonikiand one in Turin) will ensure knowledgesharing.

• cooperation on the EQF/NQF implemen-tation activities. More specificallyregarding the EQF external dimension anEU-internal working/coordination groupwill be set up to take forward this workwith third countries. This group will becoordinated by the ETF and include rep-resentatives from interested MemberStates, Cedefop and DG EAC. An inter-national group consisting of countryrepresentatives from different parts of theworld, international organisations(UNESCO, ILO, OECD) as well as EUorganisations (ETF, Cedefop and DGEAC) will be set up to plan the follow upof the January 2009 conference on qual-ifications frameworks in third countries.

• citations and usage of each otherʼs work,materials and publications where relevantto the implementation of the Educationand Training 2010 programme, the strate-gic framework for EU cooperation ineducation and training (“ET 2020”) and itstools, the Instrument for Pre-Accession(IPA) and the European Neighbourhoodand Partnership Instrument (ENPI);


• cooperation and exchange of informationand good practices on administrativeissues. Ad hoc procedures on specificissues (e.g. participation in evaluationpanels).

5. Implementing the framework for cooperation

Cedefop and the ETF will implement theframework through a joint annual work pro-gramme annexed to the annual workprogrammes of each agency. Cedefop andETF will convene at least two joint thematicmeetings per year to ensure knowledgesharing and complementarity in their activi-ties. The ETF and Cedefop will provide anannual report to the European Parliamentconcerning the implementation of theframework of cooperation. This will beincluded in the Annual Activity Report ofboth agencies. Ongoing strategic collabora-tion between the two agencies will bemaintained through cooperation at Director

level and their attendance at the Boardmeetings of the two agencies. The frame-work for cooperation will be reviewed at therequest of either agencyʼs Governing Boardat the latest by 2013.

(7) Council conclusions for a new strategic framework forcooperation between EU Member States to reform theireducation and training systems www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/107622.pdf(12.05.2009).

(8) ETF partner countries are defined in Article 1 (a), (b), (c)of the ETF Recast Regulation (EC) No 1339/2008.

(9) Actions in the area of human capital developmentrelated to increased coherence, effectiveness and visi-bility of the EU – Europe in the World. COM (2006) 287Final.

(10) The ETF may also undertake other such tasks as maybe agreed between the Governing Board and the Com-mission, within the general framework of its mandate,

(11) The Instrument for pre-accession, the European Neigh-bourhood Instrument and other Community instrumentsand agreements designated by the ETF GoverningBoard. Regulation (EC) No. 1339/2008, Article 1.

(12) Framework for cooperation between the ETF andCedefop, June 2001.

S I G N A T U R E S

For Cedefop For the ETF

Aviana Bulgarelli, Director Madlen Serban, Director

Done at Thessaloniki, 25.11.2009 Done at Turin, 20.11.2009

Operationalobjective

Implementthe Cedefop-ETFcooperationagreement

Timeframe(semester)

2009

2009

2009

July2009

Actions

Organise knowledgesharing seminarsjointly with the ETFand joint missions tocandidate countries.

Organise annual meetings of the ETF- Cedefop joint working group.

Output indicators

One seminar for staffof the two agencies.

ETF Participation andsupport for CandidateCountry participation.

One meeting of thejoint working groupand activity report tothe European Parlia-ment.

Joint ETF-Cedefopreport for the EU Parliament.

Activities

One knowledge sharing semi-nar on 18 September in Turin(subjects were Cedefop workon qualifications, preparation ofthe 2010 policy report, andexchanges on the ETF Torinoprocess).One knowledge sharing semi-nar 29 January 2010 (post -poned to 2010 because ofheavy agenda in 2009 for bothagencies) subjects were ETFwork on NQF and migrations,as well as exchanges on expert-ise development at the ETF andon ReferNet.

ETF Participation in the annualReferNet meeting in September2009 and ETF support for par-ticipation Croatia, Turkey andFYROM.

ETF-Cedefop organised 18 September in Turin.


ETF cooperation with Cedefop in 2009

Operationalobjective

Collaborateon the ExternalDimension ofthe EuropeanQualificationsFramework

Involve ETFand Cedefopexperts inthematicactivities carried out bythe respectiveinstitutions

Actions

Collaborate onthe preparation andimplementation of a conference on theExternal Dimension of the EQF.

Participate in the EQF Advisory Group.

Participation in seminars and meetings.


Timeframe(semester)

July 2008 January

2009

2009

2009

Output indicators

Conference organisedin Brussels29-30 January.

Background analysison the external dimen-sion of the EuropeanQualifications Frame-work.

Presentations at meet-ings and joint events.

Activities

Joint preparation on EQFbetween ETF and Cedefop.

Participation in EQFAG through-out 2009 – preparation withDGEAC and Cedefop of pro-posal for working on theexternal dimension of the EQF.

ETF participation in the CedefopAGORA on sharing the costs ofVET in October 2009.Participation of Patrycja Lipin-ska in an ETF Conference inSarajevo in January 2009 aboutAdult training developments.

Please note that further annexes regarding Cedefop staff by area, ReferNet, study visits, Europass, major confer-ences in 2009, Cedefop-Eurofound cooperation, and Cedefop in key EU-level policy documents (2009) can be foundin the electronic version on: www.cedefop.europa.eu/EN/


ANNEX X

Photo creditsCedefop | Photomuseum Award

ClaudioHilsMAKING OF THE EUROpages: II, IV and 2Award 2007 / shortlisted

HeikoSpechtBUSINESS ON STAGEpages: 4-11Award 2008 / hon. mention

For the second consecutive year, Cedefopand the Museum of Photography, Thessalonikiorganised the International Cedefop | Photo-museum Award.Cedefop and the ThessalonikiMuseum of Photography – the only Statemuseum exclusively dedicated to photography– invited photographers from all over the worldto take part in this competition.

The International Cedefop | PhotomuseumAward is bestowed on the best entry on thetheme of working and learning. The title of thecompetitions 2007 and 2008 was ʻPeople atwork, people in trainingʼ; for 2010, the title isʻLearning for life, working to growʼ.

Competition entries are judged by an inter-national jury of photography specialists. Theaward consists of a cash prize of EUR 5 000and the winning entry is showcased at thenext Photobiennale, to be held in Thessalonikiin 2010.

As a fixture of the Photobiennale, this coop-eration between the two institutions highlightsthe eventʼs international profile.

The festival includes about 30 exhibitionsheld across the city of Thessaloniki, portfolioreviews, awards, master classes, colloquiaand screenings. Some of the exhibitions arealso shown abroad and in other Greek cities.

Photo credits Cedefop | Photomuseum Award | 151

AnjaSchlamanninterSHOPspages: 12-14Award 2007 / shortlisted

SirioMagnaboscoTHE WAITpages: 16-27Award 2007 / First Prize


Myrto PapadopoulosOUT ON A LIMBpages: 28, 29 and 31-37Award 2008 / First Prize

RafaëlTrapetTRAVAILLE, CONSOMME ET TʼES TOI?pages: V and 38-41Award 2007 / shortlisted

Annual report2009

Luxembourg:

Publications Office of the European Union

2010 – VI, 152 pp. – 17 x 24 cm

ISBN 978-92-896-0653-0

ISSN 1010-125X

doi:10.2801/29315

Cat. No: TI-AB-10-001-EN-C

Free of charge – On request from Cedefop

No of publication: 4094 EN

ENEN

Annual report2009

4094 EN – TI-AB-10-001-EN-C

ISBN 978-92-896-0653-0

9 789289 606530



Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]

European Centre for the Development of Vocational Training

Annual report 2009

Ann

ual r

epor

t 200

9

ISSN 1010-125X

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