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DOCUMENT RESUME

ED 348 525 CE 061 746

AUTHOR Wollschlager, Norbert, Ed.TITLE Perspectives for Continuing Education and Training:

Cooperation between Western and Eastern Europe.European Congress on Continuing Education andTraining (3rd, Berlin, Germany, March 14-15, 1991).Congress Papers.

INSTITUTION European Centre for the Development of VocationalTraining, Berlin (Germany).

REPORT NO ISBN-92-826-3420-5PUB DATE Mar 91NOTE 117p.; Projects in this report were given financial

assistance from the Federal Ministry of Education andScience, Germany.

AVAILABLE FROM UNIPUB, 4661-F Assembly Drive, Lanham, MD 20706-4391(Catalogue No. HX-72-91-625-EN-C).

PUB TYPE Collected Works Conference Proceedings (021)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Continuing Education; Developed Nations; Developing

Nations; Economics; Educational Finance; *EducationalPolicy; *Educational Practices; Foreign Countries;Government Role; Institutional Cooperation;*International Cooperation; Job Training; ManagementDevelopment; *On the Job Training; PostsecondaryEducation; Semiskilled Occupations; UnskilledOccupations; Vocational Education; WomensEducation

IDENTIFIERS *Europe (East); *Europe (West)

ABSTRACTThe proceedings of the congress include the following

workshop summaries: "Continuing Education and Training (CET) andSociety" (Sellin); "The Social Dialogue" (Smith); "The Role of theSocial Partners in Vocational and Further Training in Denmark"(Jensen); "Problems of Vocational Training in the Period ofTransition to the Market Economy" (Csako); "Potential forInstitutionalising and Formalising Cooperation between the SocialPartners on Vocational Training" (Meghnagi); "CET and Society"(Kuda); "CET of Management Staff" (Standke); "CET for Managers inEurope" (Hummel); "Perspectives and Forms of Effective CET of PolishManagement Staff" (Dworzecki); "Establishment of the TimisoaraInstitute of Management (Romania)" (Wisson); "Improved Qualificationof Managerial Staff in Bulgaria" (Evgeniev); "Training Instead ofDismissal" (Makedonska, Soos); "Problems of Continuing Training inthe Activity of the Employment Service" (Novikova); "Work-orientedLearning" (Stotzel, Schmidt); "Qualification Strategies for Women atWork and the Re-integration of Women into Working Life" (Prosel);"Integrated CET Programmes at Municipal Level" (Oels, Vogel);"Project-Pedagogics Approach in Training Schemes for Youth andAdults" (Vassileff); "Integrated Projects in CET" (Delatour); "Work,Ecological Crisis, Continuing Vocational Education and Training"(Knapp, Rieseberg); "Environmental Destruction" (Mackwitz);"Environmental Protection and the Workplace" (Bresso); "TheBiosphere, the Technosphere and Society" (Balogh); "PsychologicalProblems Arising from Radical Structural Changes in the Former GermanDemocratic Republic" (Maaz); "Learning Process as Part of the JointVentures in Poland" (Dyrschka); "Course in Entrepreneurship and

Market Economy for Estonian Decision-Makers" (Hedlund); ^Challengesto the Qualification of thw Workforce in the Transition from thePlanned to the Market Economy" (Buttler); "IFG Projects in Centraland Eastern Europe" (de Zitter); "Open and Flexible DistanceEducation and Training in Europe" (d'Azevedo); "New Methods, OldPractices" (Curran); "New Media in European CET" (Nickolmann);"Access as a Key Concept for Policies to Develop Open and DistanceLearning throughout Europe" (Dondf,); and "The Programme, Finish Your

Schooling, Now Is the Time" (Anglarill). (KC)

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o Cooperation between Westerno and Eastern Europe

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o Congress PapersLU

European Centre for the Development of Vocational Training

U,S. DEPARTMENT Of EDUCATIONOfhce or Educatonai Research and Improvement

ED ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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2

Perspectives for continuing education and trainingCooperation between Western and Eastern Europe

3rd European Congress on Continuing Education and TrainingBerlin, 14 -15 March 1991

Congress Papers

EditorNorbert Wollschlager

1stedition, Berlin 1991

Published by:

CEDEFOP European Centre for the Development ofVocational Training

Jean Monnet House, Bundesallee 22, D-W-1000 Berlin 15Tel. (0 30) 88 41 20; Telefax (0 30) 88 41 22 22;Telex 184 163 eucen d

The Centre was established by Regulation (EEC) No 337/75 ofthe Council of the European Communities

The projects underlying this report were given financial assistance from the FederalMinistry of Education and Science (Project assistance number: K 3202.00). The authoris exclusively responsible for the content of the publication.

Cataloguing data can be found at the end of this publication

Luxembourg: Office for Official Publications of the European Communities, 1992

ISBN 92-826-3420-5

Catalogue number: HX-72-91-625-EN-C

Reproduction is authorized, except for commercial purposes, provided the source is acknowledged.

Technical production with DTP: Axel Hunstook, Berlin

Printed in Belgium

4

ContentsPrefaces 1,3

Not ald, cooperation 5

Workshop 1 9The role of the social partners in continuing education and training

Burkart Se llinContinuing education and training and society -the role of the social partners in continuing vocational educationand training; possibilities and limitationsin institutionalizing collaboration 11

Frances SmithThe Social Dialogue:A Community framework for the Social Partners' contributiontowards Vocational Training Policy 12

Niels Lykke JensenThe role of the social partners in vocational andfurther training in Denmark 13

Maly Csak6Problems of vocational training in the period of transitionto the market economy: the Hungarian case 17

Saul MeghnagiThe potential for institutionalising and formalising cooperationbetween the social partners on vocational training,and the limitations. The situation in Italy. 20

Eva KudaContinuing Education and Training and Societythe role of the social partners. 23

Workshop 2 27Continuing education and training for managers

Klaus-Heinrich StandkeContinuing Education and Training of Management Staff 29

Thomas R. HummelContinuing Education and Training for Managers in Europe(Euromanagers) 31

Zbigniew DworzeckiPerspectives and forms of effective continuing educationand training of Polish management staff 34

III

Jean-Claude WissonEstablishment of the Timisoara Institute of Management(Romania) 38

George EvgenievImproved qualification of managerial staff in Bulgariaconditions and perspectives 39

Workshop 3 41

New objectives and tasks for trainers

Ettore GelpiThe initial and continuing training of trainers.New objectives and tasks 43

Pierre Caspar, Guy JobertThe initial and continuing training of trainers 45

Hartmut NesekerLearning is more like lighting a torch than filling a barrel 46

Norbert DrobkaContinuing teacher training in the era of a revivingdemocratic society in Poland 49

Workshop 4 53Employment and training projects for unskilledand semi-skilled workers

Bundesinstitut fur BerufsbildungEmployment and training projects for unskilled andsemi-skilled workers 55

Hermann SchmidtIntroductionPreventive continuing training for unskilled andsemi-skilled workers in Europe 58

Maria MakedonskaTraining instead of dismissal 64

Adrianna SobsTraining instead of dismissal 67

Tatjana NovikovaProblems of continuing training in the activityof the employment service 69

IV

Berthold Stdtzel, Friedhelm SchmidtWork-oriented learning - learning-oriented work:The learn-shop" concept in the pilot projectin-company qualification of semi-skilled andunskilled workers in a steel-manufacturing company 72

Workshop 5 75Qualification strategies for women

Susan PrOselQualification strategies for women at work andthe re-integration of women into working life 77

Workshop 6 79Continuing education at regional and local level

Monika Oe IsIntegrated continuing education and training programmesat municipal level 81

Johanna VogelIntegrated continuing education and training programmesat municipal level -example of an adult education centre in a large city 82

Jean VassileffThe Project-Pedagogics Approach in Training Schemesfor Youth and Adults 84

Marie Francoise DelatourIntegrated Projects in Continuing Education and Training 87

Workshop 7 89Work, ecological crisis, continuing education

Ilan KnappWork - ecological crisis - continuing vocationaleducation and training(approaches for identifying and solving problems) 91

Hans J. RiesebergWork ecological crisis - continuing vocational educationand training 94

Hanswerner MackwitzEnvironmental destruction:In a friendly package with ecological tricks andbiological humbug.Is homo sapiens letting himself be taken for a ride? 96

7

Mercedes BressoEnvironmental Protection and the Workplace 97

Marton BaloghThe Biosphere, the Technosphere and Society 99

Workshop 8 101East-West company cooperation or`How to learn market economy"

Hans Joachim MaazPsychological problems arising from radicalstructural changes in the former GDR 103

Manfred DyrschkaThe Learning Process as Part of the Joint Ventures in Poland .... 104

Anders HedlundCourse in entrepreneurship and market economyfor Estonian decision-makers 105

Friedrich ButtlerChallenges to the qualification of the workforcein the transition from the planned to the market economy 108

Jean Francois de ZitterIFG Projects in Central and Eastern Europe 110

Workshop 9 111Continuing education and training without frontiers...

Ricardo Charters d'AzevedoOpen and flexible distance education and training in Europe 113

Chris CurranNew Methods - Old Practices 116

Friedhelm NickolmannNew media in European continuing education and training 117

Claudio DondiAccess as a key concept for policies to develop openand distance learning throughout Europe 119

Angela Miguel i AnglarillThe ProgrammeFinish your schooling, now is the time 120

Final remark 122Hang the wagon on the moving train

VI

3rd European Congress on Continuing Education and Training Berlin, March 14-15, 1991

Preface byChristineBergmannMayor of Berlin and Senator forLabour and Women's Affairs

Under the heading "Perspectives for Continuing Educationand Training - Cooperation between Eastern and WesternEurope" another decisive step was taken towards a commonEurope. Educational interests are no longer a contestedissue in East-West relations. On the contrary, the countriesof Europe are now convinced that a coordinated policy is animportant foundation for continuing cooperation in Europe.

The delegates to the Congress can regard themselves asbeing amongst the first inhabitants of the much-quoted"European house". The distance between the large cities ofEurope considered by many to be a factor of separationwill be progressively reduced as free communication andthe human desire for understanding gain ground. A creativepolicy means: we should make this house habitable. In thissense, the ideas, controversies and perspectives whichwere discussed during this European Congress may beviewed as the first furnishings of the house.

Continuing education as a link between Eastern and WesternEuropean countries this is a part of Utopia come true.Every progressive society offers as much quality of life as itcan achieve through its educational potential. The

rapprochement between East and West may be considered the greatest opportunity of thecentury to substantially improve understanding between the peoples of Europe and toameliorate their educational and thus their employment perspectives.

Our commitment today will benefit the generations of tomorrow.

Dr. Christine BergmannMayor of Berlin andSenator for Labour and Women's Affairs

91


Preface by International congresses serve to promote the exchange ofCEDEFOP scientific findings and experience beyond national frontiers.

The larger the number of countries participating in thisinternational accumulation of facts and opinions, the greaterthe organizational effort required for preparation andimplementation of the congress. At the end of such large

44- gatherings, there is sometimes a feeling that the conferenceresults do not really justify the financial and human inputrequired, and that everything could have been achieved atmuch less cost. Those who harbour such thoughts aremostly disappointed because there is no way of directlyapplying everything they heard during the congress in theirdaily work. Controversial discussions between scientistsand the passionate appeals of congress delegates do not,as a rule, get a direct feed-back to national legislativebodies. However, congresses have one advantage over allother modes of circulating knowledge: personal encountersand talks between the delegates create a climate for problemsolution which can never be achieved by discussions intechnical journals.

This working document with the summaries of all papers presented at the 3rd EuropeanCongress on Continuing Education and Training can only present a very imperfect pictureof the actual proceedings of the congress. But a more comprehensive congress reportincluding a detailed presentation of plenary discussions, would need even more time forpreparation and would still be fragmentary in the end. Conversations between the speakersand congress participants, their personal contacts, their willingness to listen to andunderstand each other and to learn from one another, cannot be captured in stenographicreports. They can only be appreciated by the congress participants themselves, throughtheir own experience.

The 3rd European Congress on Continuing Education and Training was an exacting eventfor all those concerned, both organizers and participants. Some may think that the scientificyield was low. But its real success lay in the creation of a climate of mutual understandingand solidarity which will make itself felt for a long time. Without this climate of solidarity nopeaceful and positive development in Europe can be envisaged.

CEDEFOP is proud to have played a leading role in the initiative to hold this congress, itsplanning and its implementation. We made a special effort to get as many participants aspossible from Central and Eastern Europe to Berlin. The presence of over 300 experts fromCentral and Eastern Europe despite considerable foreign exchange problems, greatdifficulties in obtaining visas, and the discomforts of travel - transformed the congress intoa veritable European forum. For this we owe special thanks to the participants from Centraland Eastern Europe.

Dr. Ernst Piehi Dott. Corrado PolidDirector of CEDEFOP Deputy Director of CEDEFOP

3


Not aid, On 14 and 15 March 1991 the "European Congress onContinuing Education and Training" was held for the third

cooperation time in Berlin, this time under the impact of the political andeconomic changes in Europe. "Perspectives forContinuing Education and Training - Cooperationbetween Eastern and Western Europe" was the subject

of the Congress which was attended by almost 2,000 participants from over 20 Eastern andWestern European countries. It was accompanied by an Information Fair at which some 100continuing training institutions presented their work. The Congress was organized by theBerlin Senate Department for Labour and Women's Affairs in cooperation with theEuropean Centre for the Development of Vocational Training (CEDEFOP), the FederalInstitute for Vocational Training (BIBB) and the European School of Management Studies(EAP), it was supported by the EC Commission.

The Congress had the exceptional merit of uniting the highest and most renownedrepresentatives of politics, practice and research in the field of continuing education andtraining. Ministers responsible for vocational training from several Eastern and WesternEuropean countries came to Berlin including Mr. Marc Fischbach, the Luxembourg Ministerof Education and acting President of the EC Council of Ministers, Mr. Igor P. Smirnov, Vice-President of the State Committee for National Education of the USSR, Mr. Rainer Ortleb,Federal Minister for Education and Science in Germany, and Mr. Petr Miller, Minister ofLabour and Social Affairs in the CSFR.

The Congress was inaugurated by Mrs. Vasso Papandreou, the member of the ECCommission responsible for vocational training, and Mr. Johannes Peters, Vice-Presidentof the European Parliament.

But the 3rd European Congress on Continuing Education and Training was by no meansan event just for the political leaders. On the contrary. It was mainly addressed to expertsand practitioners from industrial companies and continuing education institutions and torepresentatives of employers' and employees' organizations. This Congress provided thevery first opportunity of getting many experts from the EC Member States and from Easternand Central Europe to meet at a "round table". In the plenary sessions, panel discussionsand nine workshops problems were presented, possible solutions were outlined and newand creative initiatives for the qualification of workers in Eastern and Western Europe werediscussed.

,1

A part of Utopia come When, in October 1988, at the end of the 2nd Europeantrue Congress on Continuing Education and Training, the

question of "Cooperation between Eastern and WesternEurope" was suggested by CEDEFOP as the subject of the Congress this year, no onecould have even remotely imagined the political conditions under which this 3rd EuropeanCongress on Continuing Education and Training would be held. The catchword at that timewas the "Internal Market" and it was considered to be the only great challenge facingcontinuing education and training. Since then radical changes have occurred in Europe. InCentral and Eastern Europe a profound urge for democracy and freedom has had afundamental impact on the political and economic structures. From the very beginning theEuropean Community expressed its intention of helping these countries to stabilize theirresurgent democracy and to ameliorate their ruined economies through investments.

Investment in an economy does not only mean the supply of modern production equipmentand the construction of new production facilities, it also means investment in human capital.Men and women must be trained to use the new technologies, to supply modern servicesand to take economic decisions which are geared to future requirements. On the one hand,vocational qualification is an essential pre-condition for the anticipated increase ofproduction and the expected economic expansion of a country. On the other hand, itrepresents the assets which men and women can contribute themselves to secure theirmeans of living and to improve the quality of life. Without education and training, as MinisterMarc Fischbach from Luxembourg, acting President of the EC Council of Ministers said, ahuman being is not in a position to come to terms with himself, and without this inner peaceall other forms of peace are futile. Continuing education as a link between Eastern andWestern European countries, said Christine Bergmann, Mayor in Berlin, is a part of Utopiacome true, especially when the different social systems learn from their cultural and socialvalues how to approach one another without violating the sensibilities of the other.

The aid given by the Western European states should not be confined to the mere supplyof goods. There are and can be no intentions of dictating what the Central and EasternEuropean countries should do on their way back to Europe, to democracy and a marketeconomy. This was already emphasized by Jacques Delors last year. Continuing in thisspirit, Mrs. Vasso Papandreou, inaugurating the Congress, stressed that the idea was notto give good advice as if we know everything to be known much betterthan these countries.The aim was to give as much assistance as possible.

Assistance certainly, No answer was found in the Congress discussions to thebut how question of what concrete shape this support for Central

and Eastern Europe could take. The initial situations are toodivergent, the problems too numerous, and knowledge of one another still too inadequateto have enabled the nine workshops in the Congress to work out directly applicablesolutions. Even though the 300 experts from Central and Eastern Europe expressed theurgent need for assistance from the West, it was clear that the mere imitation of WesternEuropean continuing training patterns was not a feasible approach. At the same time, thesediscussions also made the Western European participants more aware of the shortcomingsand limitations of their own systems.

6

The following sections are based on the reports of the nine workshops. As they have to bebrief, they cannot present a complete picture of the deliberations, but they do describe theleading issues and show the atmosphere in which the discussions took place.

3rd European Congress on Continuing Education and Training Berlin, March 14-15, 1991 Workshopl

The role of the social Employers and employeespartners in continuing should participate vvith equaleducation and training rights in the definition of the

goals and content ofvocationaltraining and continuing training. This participationof the social partners is acknowledged in all WesternEuropean states and corresponds to the understanding ofdemocracy in oursodety. However, theformsof participation

till vary greatly in the individual EC Member States. If there-conditions for the implementation of decisions do notxist, there is a danger that this will remain a pure ritual.any different agencies and institutions must first of all beui with the necessary instruments and research and

rational resources. Sociaidialogue has been establishedhe field of continuing vocational training but there is stillm for improvement at, the enterprise level. Westernrope can give the countries of Central and Easternrope "help for self-heipw only through the establishmenta democratic economic order and ed 'onal systems

rich are committed to democracy. None of this can beachieved without the active participation of the social

In this context cooperation cannot mean theosition of one's own models. The call Is not "Go West""Go Eastwl There is a need here to haVe 'greateressibility and a broader expansion of existing E0

educational programmes (LINGUA, COME! I PETRA,FORCE, PHARE, TEMPUS, and others).

1 4

3rd European Congress on Continuing Education and Training Berlin, March 14-15, 1991 Workshop 1

Burkart SellinCEDEFOP

This workshop consistsof three sections:the introduction, thekeynote addresses andthe discussion.

Continuing education and training andsociety the role of the social partnersin continuing vocational education andtraining; possibilities and limitations ininstitutionalizing collaboration

This workshop will focus on

1) the question of "institutionalizing/formalizing theparticipation" of employee representatives in enterpriseswith regard to continuing training issues (access to continuingtraining and education, type and scale of in-companycontinuing training, and leave for the purpose of continuingtraining, etc.)

2) The institutionalization of bodies based on equal and/orthree-party representation at inter-professional and sectoriallevels, at regional authority level, at regional, national andEC levels, and finally in Pan-European cooperation in thefuture.

A general introduction will be given by a speaker of the ECwho is monitoring the work within the framework of thesocial dialogue in the area of initial and continuing trainingand who is able to link this with the EC action programmeFORCE which aims to promote continuing training.

Following this, examples from four European countries (twoEastern or central European countries and two WesternEuropean ones), will be used to demonstrate the possibilitiesand limitations of institutionalizing participation at the above-mentioned levels (main section).

The third session, to be chaired by Ernst Piehl, Director ofCEDEFOP, will be a discussion. The aim will be to draw upconcrete proposals for action to promote East-Westcooperation, e. g. between existing and developinginstitutions based on equal or one-third representation orwith self-governing organs. A

11


(

Frances SmithCommission of the EuropeanCommunitiesBrussels

12

The Social Dialogue: A Communityframework for the Social Partners'contribution towards VocationalTraining Policy

1 Why have a Social Dialogue? Some background informationon the setting up of the Social Dialogue

2 Characteristics of the Social Dialogue

0 Confidence-building process between the two sides ofindustry

0 No voting procedurei Without deadlines

3 Operational format

0 Steering Group0 Working parties0 Objectives

4 Outline of the existing Joint Opinions

0 Social Dialogue and the new technologies0 Education and training0 Transition from school to Adult and working life0 (draft) Access to continuing training

5 Follow-up and future plans

6 Involvement of the Social Partners in the Community Trainingprogrammes, in particular FORCE. A


Niels Lykke The role of the social partners inJensen vocational and further training inLO-Denmark Denmark(Danish Trade Unions Federation)

The Danish Model forVocational Training

Initial vocationaltraining (ages 16-19 ):

Vocational training foradults:

Ministry of Education

Directorate forVocational Training

NationalVocational Training

Council

NationalTrade Committees

(App. 85)

Voca anal Training

Firmsapprovedfor training

mMcanntage-

114 TrainingSchools

(Technical/Commercial)

Local Education 'and

TrainingCommittees

NationalInitiative & Coordination

Committees(5 main areas)

The roles of the National Council for Vocational Educationand Training, the Trade Committees, the Local TrainingCommittees as well as the School Boards have all beenstrengthened, partly to meet national needs, partly to securea greater fulfilment of local needs. In all these bodiesmentioned here, the principle of parity between the socialpartners exists.

Ministry of Labour

Council forAdult Vocational

Training

Directorate forAdult Vocational

Training

24Trainingschools

Training Committeesfor each programme:

ManagementBoards

BranchCommittees

*These bodies are composed by an equal number of representatives fromEmployer organizationsEmployee organizations

7

13

As may be seen from the diagrams, there is an extensiveparticipation by the social partners - in questions such as:

I legislationI regulation of content and duration of training1 standardsI resourcesI coordination

Historical development Some of the most important events in the development oftraining in Denmark are listed below:

14

1 In the Middle Ages the craft guilds formulated strict rulesfor the training of apprentices.

1 The first commercial and technical schools wereestablished 1850. They were privately owned andinstruction was conducted after working hours.

1 When industrialization began, there was a shortage ofqualified labour, and the parliament passed "The Trainingof Apprentices Act" (1899).

Since then, the social and technological developmentshave implied several changes of which the following canbe mentioned:

I In 1956, a new Act stipulated that the instruction ofapprentices had to take place during the day.

1 Unions and employers' organizations with their growingstrength and mutual acceptance began in the course ofthis century, to play an important role in vocationaltraining programmes.

1 The social partners are, for example, equally representedin the councils, boards and committees, which influencethe preparation and implementation of legislation.

I Also the governmental authorities gradually increasedtheir role through legislation and financing.

I In 1977, a new and contemporary kind of vocationaltraining, which started at e. g. a technical school, (EFG)parallel to the traditional apprentice training wasintroduced.

18

I The 1st of January 1991 a new Act for vocational trainingof young people came into operation.

After World War II, Europe experienced a generalindustrial restructuring, helped by the Marshall-Plan.Denmark took part in this process, and during the latefifties and early sixties, Denmark went through what ispopularly called "the second industrial revolution".

This process included a transition from more traditionalmanufacturing and handicrafts in small firms to industrialproduction, and just as important, a massive migrationfrom country to towns, from agriculture to industry.

Like basic training, further training in Denmark ischaracterized by strong participation of the social partnersat both national and local level. The background for this isthe very high rate of organisation for both employers andwage-earners and the fact that the trade union movementconstitutes a united entity, which entails much greaterauthority in terms of decision-making as well asprofessionalism in educational policy.

Another crucial thing is that public authorities have a vestedinterest in leaving a major part of the responsibility forsteering vocational basic and further training to the socialpartners because they can then save resources, securegreater educational innovation and not least achieve thenecessary degree of acceptance of the training in the labourmarket. it is also characteristic that the parties in the variouseducational committees hardly ever end up with insolubleconflicts of interest.

A major drawback of the Danish steering structure is,however, that at enterprise level there is no correspondinginstitutionalisation securing the safeguarding of the interestsof the social partners concerning further training.

In most Danish workplaces the regulation of the wage-earners' access to further training and the planning thereofis solely the responsibility of the employer. This is a limitingfactor for the wage-earners' real access to participate infurther training as part of their working life. It is also clearthatespecially small enterprises invest insufficient means in thespecific planning of training which the local school boardsand education committees can use as the basis for their

15

planning. The overall result is that furthertraining in Denmarkdoes not fully match up to the needs of the labour market,and that especially non-skilled groups are disfavoured.

Against this background the Danish trade union movementis working intensively for the right to one or more weeks'further training and the demand for joint planning of trainingin enterprises. This is slowly being included in collectiveagreements, but there is a need to speed up the process.

The Danish trade union movement is therefore very positivevis-a-vis the adoption of binding legal instruments at EClevel in order to secure legislation and rules in all MemberStates securing a minimum right to further training for allEuropean wage-earners as part of their working life. Thiswill contribute in a very positive mannerto strengthening thecompetitiveness of the countries. It is clear, however, thatthe European employers (UNICE) are more scepticaltowardssuch a Directive.

Conclusions It follows from the above, that future institutionalization and(provisional) formalization of the social partners' cooperation in vocational

training should be in accordance with the following principles:

a) Any EEC initiative in the field of vocational training shouldrespect the agreements already reached by the socialpartners and solely establish minimum standards andsupport programs.

b) The commission can assist the social partners in MemberStates in establishing the mechanisms of steering, control,and development of the vocational training system onvarious levels in their own country.

c) CEDEFOP and other organs are welcomed as forums ofdiscussion and cooperation. However, it is important thaton a European level the social partners themselves areready to take initiatives and define areas, in which theythemselves can benefit from cooperation. It is for thesocial partners to set the agenda.

d) Future cooperation in the field of vocational traininginitiated by the commission or other EEC-Institutionsshould from the very start involve the social partners in allstages of the process. A

16


Mihaly Csako Problems of vocational training in theDemocratic League of Free Trade period of transition to the marketUnionsBudapest economy: the Hungarian case

Growing need forvocational training

A vocational trainingsystem lacking flexibility

The wide scale political and economic changes we haveseen in Central and Eastern Europe have been broughtabout by several factors and the deepening crisis of thecentralized economics was a major one among them.Inevitable restructuring makes many workers' jobs redun-dant and their qualifications obsolete. Unemploymentexperienced the first time by the active generation in thesecountries, hit unskilled workers first, but has soon attainedskilled workers, too. Most of them need retraining in orderto have hope of finding another job in the future.

Hungary faces the challenge of turning into a market economyin particularly severe demographic conditions. As a heritageof a short-sighted and nationalistic demographical policy, alarge boom of teenagers, i.e. 25-30 per cent above theaverage cohorts, try to find schooling and their first job in thework market. It would be difficult to cope with this problemeven in normal times.

Large scale need in vocational training has nothing new inindustrial countries and is normally matched by theestablished system. Hungary also has a developed systemof training institutions which is, however, unable to answerthe challenge.

The main features of the Hungarian vocational system hasbeen as follows:

I vocational training like any kind of education has beenentirely state-run;

I divided into initial and adult training;

II the initial vocational training has been integrated into thepublic education system;

II vocational training had a major role to play in socialmobility and tackling demographic problems.

21

17

Political and economicpreconditions missing

International aid andperspective

18

Enterprises have influenced vocational training by financingit partly through the Vocational Training Fund and by takingpart in the defining of how many students a school wouldadmit by trade and year. Nevertheless this demand is partof a so-called socialist economy and could not be seen asa real market factor. The training needs of families andyoung people had even less impact on vocational trainingunder the former regime.

In reality, vocational schools, in the reality, had only littleroom for manoeuver, they rather followed and still followtheir old routins and had developed neither skills nor interestto take any initiative in order to cope with the real needs ofthe economy.

Newly formed private training bureaus and companies arefar more flexible but turn almost exclusively to trainingmanagers, i. e. the only demand which pays off.

Building a new vocational training system or simplyrestructuring the old one needs equally some basicorientation to follow. In reality there are none:

I The government has no clearly set priorities in its economypolicy, though 90 per cent of the industry is still state-owned.

I New private entrepreneurs start rathersmall and mediumstate businesses having no large scale impact on thevocational training while the first privatized largecompanies fire rather than hire in this period.

I Training experts are as disappointed as jobless workersand politicians waiting for signs of economic demands.

Vocational training can be renewed on a larger than limitedand local scale only by creating the political and economicpreconditions it needs.

Hungary enjoys taking part in many international aidprogrammes aimed at helping Central and Eastern Europeancountries' transition to market economy. Several of theseprogrammes concern industrial relations, vocational trainingincluded.

However, wasting investment in vocational training is utmosteasy in the present situation in Hungary. In order to use itproperly and efficiently it is important to avoid both

II further consolidating inflexible aid structures

II and supporting new efforts with no vocational and/ortraining expertise (without which they would turn un- orcounterproductive).

It is clear that we need less centralisation but social actorsare not yet ready to take their role. Building up new trainingskills, educating the educators' eyes and shaping theirperspectives should be a high priority in this period. Socialpartners should take their full responsibility in solving theproblems of transition to the market economy. Setting up aNational Vocational Training Council in January 1991 by thetripartite interest Conciliation Council can become a step inthis direction. A

.7. 319


Saul MeghnagiIRES-Istituto RicercheEconomiche e SocialiRome

Educational inequalities

The aims should not beconfined to vocationaltraining

Interaction betweeneducation and vocationaltraining

20

The potential for institutionalising andformalising cooperation between thesocial partners on vocational training,and the limitations. The situation inItaly.

The paper discusses the practical implications of possiblecooperation between the social partners in Italy on vocationaltraining issues. It reviews the problems and conflicts, bothconceptual and in the making of decisions and choices, thatneed to be tackled in order to move forward. The manyproblems that exist in Italy reflect the historical nature andcontext of the educational system, and they must be takeninto account in considering developments in the relationshipbetween the social partners. Among the many factors to beborne in mind are the following.

This first factor a problem that exists in Italy, where thegeneral educational level of the population is extremely low- is the focus of attention, now as in the past, of employersand unions. On various occasions they have put forwardsuggestions as to joint initiatives to improve the nationaleducation and training system and raise the educationalstandard of the population in general.

What the social partners are thinking and writing seems asthings stand to be sharp contrast with what they are doing.On the one hand, the documents they produce and publishevidence a growing concern for the global educationalvalues of training but, on the other, negotiations in thenarrow sense are confined to vocational training.

The assumption that general educational skills are closelyinterlinked with job-related skills implies, if the thinking isfollowed to its logical conclusion, that we should be seekinginstitutional arrangements offering people who have leftschool too early new forms of access to schooling, not justeducational opportunities within the vocational traininginfrastructure.It is, then, one of the basic aims in the debate between thesocial partners on the subject of training that adults shouldhave access to the educational system.

244.,

Methods of certifying theacquisition ofeducational andvocational skills

The development ofspecific alternancetraining arrangements

Is the right to trainingbeing upheld?

The relationship betweenthe right to training andthe exercise of that right

Using the results ofnegotiation

One of the subjects coming to the fore in the debatebetween employers and unions is how to certify theacquisition of knowledge in a form that will also validate thekind of knowledge that can be acquired outside the ordinaryeducational and training system, in a variety of places, inparticular through work or in the workplace. This is agrowing challenge to officials in the national Administration.

With the need to define possible ways of "going back toschool" and with the special relationship between Stateschooling and the regional system of vocational training,there should be growing cooperation not just between thetwo sides of industry; it should necessarily become atripartite matter. Government and Parliament should havethe vital role of acting as institutional guarantors for any newpractical arrangements along these lines.

There appears to be broad acceptance of the right totraining, but upholding that right by law - a guarantee onwhich the future of negotiations and concertation dependis closely dependent on the European context. As faras Italyis concerned, the links are far closer with Europe as regardsthis aspect than as regards the more widely debated issueof vocational qualifications.

It is vital to the credibility of any educational plan that peoplebe encouraged to take up training opportunities. Trainingacquires dignity only if it is seen as an instrument for thefurtherance of equal opportunities - an ineluctable approachif training is to be a resource for overcoming inequalities. Forthis reason, ways and means of administering the right totraining - an issue barely touched on at the present time - isone possible subject of consultation.

There is a debate in Italy today on employer/union companiesthat might jointly administer training. An agreement hasrecently been reached on the subject between unions andthe employers' federation, Corifindustria. An experimenthas been launched in the form of the "Chirone 2000"company, set up by trade union federations CG IL, CISL, U ILand Intersind to provide vocational guidance and training. Itis in this field that significant developments could be achievedby negotiation between the two sides of industry.

r c-21

The targeted use of in- In-company and union training may or may not be regardedcompany and union as instruments for the support of a strategy and at the sametraining time as ways of comparing, examining and assessing inter

aka the technical feasibility of joint action to be taken by thesocial partners.

22

This, as far as Italy is concerned, is another crucial point onwhich attention and future thinking should be focused. A

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Eva KudaIG Metall,Frankfurt/Main

Continuing Education and Trainingand Society the role of the socialpartners.

Increased cooperation between Eastern and WesternEurope is being sought in the context of European integration.This may imply a consensus of all the participating parties,just as agreement on the role of continuing training as anecessary back-up measure for a forward-looking job marketand employment policy.

Eastern European countries, in particular governmentalrepresentatives - understandably - are calling forthe trainingof managers in fields such as company management,new technologies, etc.

In ouropinion, in the elaboration of proposals forcooperationin the field of continuing training, it is nevertheless equallynecessary to take on board from the very outset the needsand interests of the workers most severely threatened byunemployment, redundancy measures and socialmarginality. This, however, means that the developedproposals for cooperation must relate to specific targetgroups. From the point of view of the workers, continuingtraining agreements, resources and proposals must bestructured in a compensatory way, i. e. on the basis of anequilibrium and the reduction of imbalances between groupsof persons, as well as the reduction of imbalances withinand between regions and states. Experience in the FederalRepublic of Germany has shown that in-company continuingtraining practice tends to privilege those groups of workerswith the best educational/training backgrounds in the firstplace, or those positioned on a relatively high rung of thecompany ladder of hierarchy (managers, skilled workers).This gap, already existent in the national context, must notbe further widened between nations. The precondition for acompensatory form of continuing training policy at alllevels is recognition of continuing training, on the one he- 4.as a public task and, on the other, as a task which itresponsibility of employers, workers and the state.

The degree of institutionalization of continuing vocationaltraining in the countries of Western Europe is extremelyvaried as far as rights of access, organization and

23

implementation, participation and, above all, fundingmechanisms are concerned. These differences aremagnified among and between the countries of Eastern andWestern Europe.

Precisely with cooperation between Eastern and WesternEurope in the field of continuing education and training inmind, it is above all necessary to apply the positive resultsachieved in the context of the social dialogue of the MemberStates of the Community in the field of continuing educationand training on a binding footing. However, a secure financialframework, within which concrete continuing trainingprojects, measures and objectives can be agreed upon andimplemented on the basis of jointly elaborated criteria, isindispensable to this end.

We therefore advocate the establishment of a continuingeducation and training fund at European level. The financialresources of this fund should stem from a levy on thenational companies of Western Europe in a position to makesuch a contribution. The funds could be supplemented andcombined with public funding from the individual states andthe European Community, e. g. the European Social Fund.Such a fund would provide the context for the determinationof the modalities and criteria for the allocatipn of funds tocontinuing training programmes and projects in WesternEuropean countries and the criteria for the allocation offunds to promote the continuing education and training ofworkers in Eastern Europe. The objectives and declarationsof intent on the promotion of continuing education andtraining have already been laid down within the frameworkof the social dialogue. Monitoring of the allocation of fundsfrom the European continuing education and training fundcould be implemented by parity-based bodi4s to be set upat regional, national and at Community levert

Priority aims:

i compensatory continuing training measures in the contextof regional structural and economic promotion measuresat the level of the various states;

0 training of the unemployed;

I training of multipliers of training and continuing trainingpersonnel;

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promotion of exchange projects/work experience;

promotion of women's projects in the field of continuingtraining;

I development of "training versus redundancy" approaches;

I combination of job creation schemes and continuingeducation and training programmes.

Although the idea of the European continuing educationtraining fund may seem utopian to many at the moment, itnevertheless suggests itself as a means of creating aninstrument for the furtherdevelopment of the social dialoguein the framework of practical solidarity between East andWest. A

25cep


Continuing education The 'Central and Easternand training for managers European cduntries are

trying, almoit with brutetome, to change from a

centrally-planned economic system to the principles of amarket economy. However much tie would like to go to bedone evening and wake up the next morning in a marketeconomy, said the Soviet Minister, Mr. Stnimov, in aCongress press conference, this was nothing but a dream.A market economy cannot simply be decreed or acquiredimmediately. The problems of conversion to a market-oriented management aretoo complex to be solved more orless overnight byte industrial companies. What is invoWedis not only a lack of understanding of simple technical termsand concepts (accounting, fiscal law, foreign trade ;financing ,etc.), but also the lack of knowledge of market processesand of the importance of own initiative and howit should behandled. An improvement of the management situationunderthese conditions requires, even more than inWesternEurope, a high level of motivation in the managers ofEastern Europe. Very often, this does not correspond to awillingness to learn because many managers are not awareof gaps in their knowledge and the nature of these gaps.

There is little point In transplanting management trainingwhich has been successful in Western Europe or the USA.The qualification needs otthe Eastern European managersare of a different nature. *No development aid", said theexperts from Eastern Europe, because this would mean a*descent to the level of developing countries". They werelooking for partners with whose assistance they couldsolvetheir own problems. in this con on It would be veryuseful to take concrete cases from the management ofEastern European companies for use in managementtraining. The use of exemplary ,"Joint venture, cases*, asexamples of continuing management training would be ofgreat value.

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;3 0


Klaus-Heinrich Continuing Education and Training ofStandke Management StaffOstWestWinschaftsakademieBerlin

There is no doubt about the importance of continuingtraining for management personnel. On the one hand itensures that the stated objectives of the company arefulfilled by providing the qualification, on the other, it promotesthe integration of staff members in the firm. The companieshave become aware of this. Over 90% of large companies,according to their own information, carry out systematiccontinuing management training.

In the overall European context the continuing educationand training of management personnel has gained morerelevance through the developments in Central and EasternEurope. Even in those countries where the most essentialpre-conditions for a functionable market economy havebeen created, there is a shortage of entrepreneurs who canhandle market-economy tools efficiently. The East-Westmanagementgap is one of the gravest problems foreconomicrenewal. As long as it continues to exist, a closer economiclinkage between the two halves of Europe is not possible.

What solutions are available? Neither the Soviet Union northe other Eastern European states are in a position to train,through their own efforts, the new type of entrepreneurrequired in large numbers in the shortest possible time.

Decisive aid can only come from other countries. ManyWestern countries are trying, through official or privatechannels, to give quick financial and technical aid for thecontinuing training of Eastern European managementpersonnel. Against this background and in view of theexperience gained in the East-West context, the followingquestions and theses will be discussed in Workshop

1) Most of the continuing training provision is geared tooclosely to the needs of Western industrialized countriesand can thus only be applied with difficulty, if at all, underdifferent conditions. To what extent are models ofcontinuing management training transferable betweendifferent national economies?

3 I29

2) The internationalization of companies is steadilyadvancing. How should continuing management trainingrespond to this challenge?

3) What success factors proved to be fruitful in continuingmanagement training and how were they put into practicein the individual case (key factors of continuing training,recruitment of participants, transfer guarantees).

A few specific comments on East-West cooperation incontinuing management training:

4) General seminars on the transition from a centrally-planned economy to a market economy will certainlycontinue to be important but mainly in the field of politicaleducation. Instead, preference in continuing managementtraining should be given to sector-specific seminarswhich - if they are oriented towards partnership - will notonly be of direct intellectual benefit to both sides, but willalso mean tangible profit in the long term.

5) Management personnel in Eastern European countriestoday lack not only the indispensable theoreticalfoundation for a market-economy outlook, but alsopractical experience. Short-term programmes offerinteresting demonstration and instruction but they cannotreplace long-term systematic dissemination of knowledgeand prat ,ical experience which can only be gained by on-the-spot activity.

6) The problems of survival faced by companies in the newFederal German states which have been privatized orare to be privatized, have a greater affinity to the daily lifeof Eastern European firms than the traditional companiesin the old Federal States. What experiede was gainedhere in continuing management training and how can itbe put to good use? A

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Thomas R.HummelUniversitat der BundeswehrHamburg

Continuing Education and Training forManagers in Europe (Euromanagers)

The presentation is structured as follows:

Part I consists of a few general comments on initial trainingin economic science, drawing comparisons between thetwo former Germanys and between Germany and EasternEuropean countries with specific reference to internationalcurricula.

Part II goes on to take stock of current training deficits, fromwhich current training requirements in terms of continuingeducation and training elements and corresponding formsof continuing education and training can be deduced.Part III discusses qualification profiles for the manager ofthe future in the Single European Market (Euromanager)and the manager of the year 2000.

In the following, continuing education and training areunderstood as the continuation or resumption of organizedlearning following the completion of an initial educational ortraining phase of variable duration. Continuing educationand training therefore presuppose initial vocational training.The objective of continuing education and training has twodimensions:

a) further and updating training andb) upgrading and reorientation training.

In accordance with institutional management terminology,the term manager refers to someone belonging to top,middle or lower management. Our assumption is that theattempts to reform the tertiary education/training sector inthe field of economic science in the Federal Republic ofGermany have reached a stage at the content and structurallevel at which developments in Eastern Europe cannot beanticipated, or at least only to an insufficient degree. Thevalue of initial training offered in East European states(including the former GDR) on the labour market of WesternEurope is no more than rudimentary. Comparative studiesshow that at most a handful of subjects with no specificrelevance to the system in the economic science curriculum

e'

31

32

of the West are comparable when western higher educationorganizations are taken as reference systems for theformulation of qualitative and quantitative reforms in EasternEurope. On the other hand, initial training in the FederalRepublic of Germany does not take account of or give dueconsideration to economic structures and processes inEastern Europe. Our assumption nevertheless is that therestructuring of Eastern European economies towards awestern economic order can only succeed if economistswith the corresponding qualifications are involved in thistransformation process.

At the level of higher education, as Eastern Europeanuniversities closely cooperate with their West Germancounterparts, adopting theircharacteristic structural features,to what extent shall these attempts to reform the highereducation sector in Eastern Europe in the field of economicscience - basically an instrument to provide their economicsystem with graduates versed in the market economy havea spill-over effect on higher education in the field of economicscience in the Federal Republic of Germany? Since aconvergence of East and West European national highereducation systems is to be expected, to what extent shallthis necessarily find its expression in the economic sciencecurricula of the universities? A positive side-effect mightalso be the mutual recognition of higher education diplomas.

In this context, managers with the corresponding trainingcan be found, whereby with reference to the Europeandimension, a deficit can be observed for managers fromboth East and West. However, it is an undisputed fact thatthe knowledge of East European managers with respect tofunctional company divisions is inadequate. Not only are theterms used loaded differently, there is also a large deficit ofknowledge on how to approach western market economies.This incidentally also applies to higher education teachingstaff who show a corresponding demand for continuingtraining in the teaching contents of the West. At managementlevel, apart from the creation of a common language, it isalso necessary for people to consciously confrontmanagement questions or, in general, the so-called extra-disciplinary or key skills, lacking even among those with aWestern socialization.

In the context of these considerations, the Europeandimension has first and foremost a role to play at the level

3 4

of a common European higher education system. Theharmonization process does not halt at the borders of thepresent Twelve, but also extends into the territory of theCMAE states. Anyone who has followed the discussion onthe mutual recognition of national higher education diplomasamong Western states will have an idea of the enormousefforts necessary in this field alone. The employment systemwill certainly recruit its staff from familiar higher educationlevels. The dynamics of the debate on the Single EuropeanMarket is currently overshadowed (or dominated) by theopening up of economic relations towards Eastern Europe.The creation of the internal market will certainly demand anongoing and conscious continuing training and education(learning) process in the individual companies. The specificmanagement skills of the much alluded to "Euromanager",who is expected in particular to adopt a global attitude, tohave knowledge of transnational competition, to adopt avisionary style of management, to be mobile and to possessa sense of cultural intuition - are linked to this process. Notto mention corresponding polyglot skills, which are taken for

granted.

How, however, does the situation stand in reality? Apartfrom a number of specialized institutes of highereducation(Fachhochschulen) which as smaller organizational unitsevidently offer a higher degree of flexibility, internationalcooperation tends to be a drop in the training ocean andwhere such relations exist they are between westernhighereducation systems. At postgraduate level, broadly-basedforms of institutionalized continuing education and trainingprogrammes are currently being offered for executives andmanagers from Central and Eastern Europe under theaegis of the German Foreign Ministry and the Germanumbrella organization of chambers of industry andcommerce. Apart from this broadly-based training campaign,particularly targeted towards the situation in the SovietUnion, there are also a series of "niche suppliers" whoseefforts will not however, necessarily be useful without theabove-mentioned European curriculum.

;35


ZbigniewDworzeckiSGP ISUniversity of EconomicsWars awa

Continuing educationand training ofmanagement staff inPoland - change andupheaval

A new philosophyrequired for thecontinuing educationand training ofmanagement staff

34

Perspectives and forms of effectivecontinuing education and training ofPolish management staff

The political and economic changes in Poland have placednew demands on the preparation and continuing trainingmanagement staff. The first task is to adapt initial continuingtraining to the basic principles and mechanisms of a socialmarket economy and technological change, in order tomake the economy competitive as quickly and as efficientlyas possible. Management staff play a predominant role inthese processes. They can promote and secure the ongoingchange and stabilization processes or impede them.

For the last two years a lively exchange of managementstaff in different types of organizations and companies hasemerged in Poland. This particularly applies to the topmanagement level in public corporations and cooperativesocieties of different sizes. Parallel to this, a new group ofmanagers is emerging through the establishment of newenterprises. The patterns of steadily increasing vocationalqualifications in the field of management must correspondto their powerful urge for achievement.

Without an investment in this management potential, in itsqualification, adaptability and entrepreneurial spirit, Poland'sability to set up a market economy and to become competitiveand innovative will be weakened or made completelyimpossible.

The events in Poland in the late 1980s not only implied acollapse of the traditional economic system but also anaccelerated abandonment of the state system for the initialand continuing education and training of management staff.The domestic policy issue No. 1 in continuing education wasthe dramatically increasing lack of comprehensive integratedconcepts, promotion programmes, infrastructure andteaching material. The universities and colleges are facingmany difficulties. They are often poorly equipped foradaptation to change. New programmes are rapidly beingproduced for the economic sciences and businessadministration, new structures are being set up, but there is

The influence of thevalue systems ofpotential managementstaff on the initial andcontinuing trainingprocess

still no efficient and stable system to prepare futuremanagement staff. Everyone knows that knowledge of themarket is essential, but this is an orientation to be followedrather than a complete programme or system. So it is nowonder that there is a predominance of short-term,fragmentary and superficial measures and schemes atdifferent levels in the initial and continuing training of potentialmanagement staff.

The fear that too much state intervention will endanger theintroduction of the market economy does not necessarilymean that the state withdraws from all initial and continuingtraining activities for management staff. There is still a lackof a mature policy and state responsibility for the vocationalpreparation of management staff. The frame conditions foran effective initial and continuing education and training arealso not particularly good.

In Poland steadily declining resources for continuingeducation togetherwith a growing need for more qualification,calls forclose cooperation between the providers of training,better coordination of foreign assistance, and a strongerorientation in practice to the problems of the small andmedium enterprises. Here, the important factor is animprovement of information transfer. The use of databasesplays a central role. It is necessary to develop a nation-widecontinuing education information system.

It has been found that certain value systems, and resultantpatterns of behaviour, are more suited than other means toacquire new ways of thinking and knowledge of market-economy mechanisms in order to reach the targeted goalssuccessfully.

These patterns of behaviour should be taken as a basis forprogrammes and concrete schemes. An empirical surveycarried out in medium-sized enterprises showed what valuesor factors management staff consider to be particularlysignificant to become or remain competitive. These factorsalso correspond to the proposed fields of initial and continuingtraining - the fields most often mentioned are productquality, high-output programmes, marketing strategies,logistics, cost calculation and financial strength, and exportpromotion.

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Forms of continuingeducation and training -expectations and reality

Better utilization offoreign assistance forthe initial and continuingeducation and training ofmanagement staff

36

Pluralistic-structured continuing education and trainingcorresponds to the pre-conditions for an efficient economicsystem. In the last two years alone more than 300 firms,"schools" and "centres" dealing with the continuing educationof management staff were set up. Most of them areeconomically and professionally weak and only try withdifferent methods to get their hands on government orforeign funds. This tendency to "seize opportunity" is alsoevident in foreign assistance, a can be seen from empiricalsurveys in Poland.

New forms of continuing education and training have to bedeveloped. They should be more oriented to practice, moreopen to the outside world, and conceived on a dualisticbasis. A high standard of continuing education is onlypossible if the principles of self-responsibility of the economyfor the development of management staff are maintained.Furthermore, more competition at university level isindispensable.

Since 1989 many countries have drawn up a number ofprogrammes for the initial and continuing education andtraining of technical and management staff. A part of theseprogrammes are carried out in Poland, another part ofconsisting of exchange of experience, seminars, practicaltraining courses and foreign language instruction, isconducted in other countries.

Over 1000 training institutions have proclaimed their interestsince the first qualification programme was initiated, morethan 500 are active in this field. The growing number oftraining institutions offering short-term, sometimes superficialmanagement training seminars without proper knowledgeof the continuing training and the economic situation inPoland, has given rise to some criticism.

It has become clear that the isolated measures carried outin the last 3 years will have to be combined in future in orderto achieve a "synergetic effect". The programmes, events,lecturers and documents will have be better adapted to theexisting situation and will to be more long-term in nature.

It has been proved that existing contacts between Polishand foreign partners can be intensified. In order to a moresystematic and efficient structure of contacts in the field ofcontinuing education and training, specialized technical

38

groups were set up within the context of existing inter-governmental agreements. Their objectives are to promoteexchange of experience, examine ideas for projects, fixpriorities and focal points of action, and draw up conceptsfor cooperation. The main task of this body is to deal withstrategy and promote direct contacts.

In order to raise the efficiency of foreign assistance for thecontinuing education and training of management staff,emphasis should be placed on the following principles:

0 continuing training to be based on the modular conceptstrongerorientation to practice and more use of "learning-by-doing" measures;close cooperation between Polish and foreign partners inthe preparation and implementation of programmes;special training programmes for management staff fromSMEs;

I programmes for the re-structuring of public andcooperative enterprises;preparation of teaching staff for these programmes;support for the effective setting up of continuing traininginfrastructure (e. g. preparation of textbooks, teachingmaterial, case studies, computer programmes and othermodern information technologies in the field ofmanagement sciences, provision of equipment andmaterials);eventually, establishment of training institutions.

An extremely important factor for the greater efficiency ofcontinuing training measures is the extent to whichmanagement staff masterforeign languages. At present thelevel is very low and should be improved rapidly. Withregard to Germany, the main need here is for technical(economic) German. This is the direction in which continuingtraining in languages should be developed

The motivation to acquire new skills and know-how shouldbe stimulated by giving management staff the possibility ofattending practical courses in othercountries aftercompletingtheir continuing training in Poland, especially in the countrywhose language they have learned. Efficient guidance andpreparation of the practical courses will certainly makecontinuing training more effective. Other programmes setup after completion of continuing training can promote asystem of permanent contacts between the trainees andlead to a "synergetic effect" and to a deepening of economicand human relations. A

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3rd European Congress on Continuing Education and Training Berlin, March 14-15, 1991 workshop 2

Jean-ClaudeWissonGIFOP - Groupement interprofes-sionnel de formation, dorientationet de perfectionnementMulhouse

38

Establishment of the TimisoaraInstitute of Management (Romania)

In the wake of the Municipality of Mulhouse's humanitarianmission of December 1989, the Mulhouse Chamber ofCommerce and GIFOP have paved the way for economicand industrial cooperation between enterprise in theTimisoara region and enterprise in Alsace.

The plans to set up an Institute of Management for directorsand managers in enterprise came about because bothparties felt that the ability of directors and managers ofRomanian firms to operate in the context of a marketeconomy was fundamental to this cooperation.

During the first half of 1991, 300 directors and managers,employed throughout industry in Timisoara, will take part inseminars at the Institute which has been in operation since1 January 1991.

109 of them have already received four weeks of theoreticaland practical training from three GIFOP consultants in theareas of economics, financial management, marketing andindustrial administration.

In parallel with this training, GIFOP has selected and trainedsome ten or so Romanian managers who will gradually takeover from the French consultants and ensure the continuedoperation of the Institute.

A microcomputer laboratory equipped with educationalsoftware and seminar supports has been set up as part ofthis scheme and jointly funded by the Joint MinisterialMission for Central and Eastern European Countries andthe Mulhouse Chamber of Commerce and Industry.Timisoara Prefecture has in its turn been responsible forthelogistics of the operation and consultant accommodation.A

4 0


GeorgeEvgenievUniversity of Nationaland World EconomySofia

Improved qualification of managerialstaff in Bulgaria conditions andperspectives

Bulgaria is undergoing a transition from a centralized,totalitarian-administered system of management which hadprovoked a profound crisis in the economy and society as

4 a whole, to a decentralized, democratic system ofmanagement in which a predominant position will be givento a market economy where all types of property private,cooperative, mixed and state-owned - will have equalchances of development.

Already more than 10,000 private firms owned by individualsand more than 200 share-holding companies, of these 60with foreign participation, have been set up. Under theseconditionsthere is an obvious and urgent need for managerialstaff who are able to handle this transition and to guide theeconomy into the new situation.

Post-graduate training has existed in Bulgaria for more than20 years, but during this whole period the training and theimprovement of qualifications of managerial staff bore theimprint of the prevailing economic system.

In view of the necessity to improve the qualifications ofexecutive personnel, new demands have arisen, namely,

0 the need to create a uniform system of education(institutes, schools) which can accept and train the largenumber of executives required;

I teacher training for the trainers of the managerial staff sothat they can transmit new knowledge;

re-organization of the existing vocational training systemand adaptation of the present managerial staff so thatthey can approach European and world standards andrequirements;

39

40

I consolidation of the educational process - in terms ofmethod and material in orderto create the technical pre-requisites it needs to master the new knowledge of thefuture;

I intensive use of foreign assistance and cooperationbetween our universities and foreign universities andbusiness schools in order to improve the qualifications ofour manaaerial staff.

If these goals are to be achieved, many different activitieson the part of the State and the individual training institutionswill be required. We will need new teaching standards, neweducational plans and programmes, new teaching methodsand technical equipment. In this context, foreign assistance,including the contribution made by the experts attending theThird European Congress, will be a decisive factor in ourattempts to improve the qualifications of our managerialstaff. A

2


jectives and Vocational training of a highs s tor trainers standard requires qualified

trainers sand continuingeducation trainers. They play

an especially important role in the establishment andexpansion of educational systems. They are the pioneersand multi fliers whose work will havea decisiVe effect on thefuture of educational systems in East and West. Now thattraining and continuing training can no longerbe confined tothe teaching of technical expertise and technical skills, the

is of the trainer and the continuing education trainer alsoan e. They can no longer just demonstrate the actions

he trainee has to learn* they must be a credibleample themselves in the training process &the patternsbehaviour and skills they are trying to-teach the trainees,

raining for occupations in a society oriented to the principlesmarket economy can only be given by persons who have

rt trained for and have personal experienCe of thisonomy. Therefore, the main requirement at present 1st°a training and continuing training staff for this cha

n Europe.

A13 41


Ettore GelpiUNESCOParis

Training for working andnon-working periods

Comparative educationand the training oftrainers

Training requirementsand the requirements ofthe productive systemwith regard to training

The initial and continuing training oftrainers. New objectives and tasks

There is a steady increase in the demand for training to trainlarger and larger groups of the population for productivework and for periods - volontarily chosen or imposed - ofnon-activity.

The diversity of this demand isthe reason forthe muttipiicationof proposals on space and time for this training. Whattraining (initial or continuing) is planned for trainers so thatthey con be integrated in new places at a pace not knownbefore? Would the anchoring of trainer training in social,cultural, economic and political realities not be one of theresponses which would enable trainers to master incultural terms the growth of training in these differentdirections?

Was the relationship between the initial training andcontin iing training of trainers a positive dialectic one,enriching continuing training at the cultural level, or did itprecociously reduce the cultural content of the initial trainingof trainers?

Did the importance of training and trainertraining permit thedevelopment of persons responsible for training policy andnot only specialists in the management and distribution ofknowledge?

The key factors in the comparison of training systems andtrainer training systems are a result of the changes in theproductive systems (technological, scientific, organizationalrevolutions, transfer of technology, introduction of neweducational technologies).

To what extent do these comparative analyses backtrainingtransfer and cooperation in the field of training?

Are training objectives which aim at stimulation of research,development of creativity and the socialization of knowledge,utopian or are they new needs for a part at least of theagents involved in production and the end users of thisproduction?

Contents and methods oftrainer training

Do trainers use a variety of approaches and methods in theirtraining (acquisition of knowledge and cultural opening)such as: interdisciplinary, intercultural and intersectoralapproaches; distance learning, education throughexperience, self-training? Do they demand training withstrong cultural components or do they reject it?

Division of labour and Common objectives or professional identities are notunity !n the world of contradictory to differentiation between the different actorstraining in training and trainer training. The importance of training

makes it necessary to prepare researchers, organizers andspecialists for training activities. Given the overall dynamicsof this training, is it possible for this profession as a wholeto maintain al cultural role? A

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Pierre Caspar The initial and continuing training ofCNAM - Conservatoire Nationaldes Arts et MétiersParis

Guy JobertUniversite Paris-Dauphine

trainers

In the East and the West, a number of situations,characterized by the necessity for change and a will todevelop, have generated problems of skill acquisition on abroad scale; their solution calls for training in combinationwith other approaches. Thus training objectives are definedin connection with projects for enhanced qualificationsaccompanied by measures for technical, commercial ororganizational change, or in some cases, even in anticipationof true cultural change.

In comparision to the traditional subject-oriented approaches,this concept of training as one of the change agents in theservice of economic and social development, generatesnew expectations or even new demands on trainers, at thelevel of their initial and continuing training. Thus, in France,one can observe methods which appear to be promising forthe future and which showthat adult training is now conceivedin a different way (viewed as part of investment logic),produced in a different way (individualization of training,application of new technologies, work/training schemes)managed in a different way (quality approach, managementof training, application of success parameters), distributedthrough channels and modes which are different to the onesconventionally used, and with a new interrelationshipbetween the poles of production, transmission and utilizationof knowledge and know-how.

This will have repercussions on the way in which differenttraining occupations are exercised, not only because of agrowing demand for "professionalism" but also because ofthe emergence of some professionalization indicators:identification of reference knowledge; creation of specializedteaching and certificates; the press and professionalorganizations; development of a labour market for trainers;new status within the firms and administrations, etc.

These are the reflections on which we wish to open adiscussion, to have a better idea of what different participantsknow and what distinguishes them, and in order to achievea mutually enriching exchange. A

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Hartmut Neseker Learning is more like lighting a torchRheinisch-WestfalischeElektrizitatswerkeAGEssen

Vocational education fortomorrow

Training objectives

46

than filling a barrel

In the 1970s activities and tasks in the firm were stillprecisely defined and differentiated. Their implementationallowed little room to manoeuvre, demanding - at most -solid, specialized know-how. The need for communicationwithin the organization tended to be the exception. "Once anexpert, always an expert" was the rule.

The advance of new technologies is fundamentally changingthis situation on a broad front: with his vocational activity ina constant process of change, the individual employee canonly draw on what he has already learned and fall back onfamiliar solution models to a limited extent as he findshimself increasingly confronted with new, unfamiliar tasksfor which no solutions are as yet available.

In order to cope with this situation, the trained employee oftoday and tomorrow must have the ability to structure histasks and problems himself, ask the right questions, findnew solutions, thereby proceeding in the appropriatesystematic and methodical way. He hasto find the informationhe needs and select the most suitable aids and tools. Apartfrom solid know-how, his tasks are increasingly demandingskills in the most varied fields as an additional vocationalqualification.

Vocational training must face these challenges. Starting outfrom its principal task - to train people for work and life,rendering them suitable for contemporary jobs traditionalmethods and concepts, largely focused on the mereacquisition of skills, are increasingly being called intoquestion. Vocational training is reacting to the changes invocational tasks with methods and concepts directed towardsthe individual as a whole.

If initial vocational training is to continue to prepare youngpeople for qualified vocational acitivity, the changes in skillsimply a series of consequences at this level.

For a long time the traditional training objective was toimpart skills and know-how related to the respectiveoccupational profile. Trainees were drilled in set working

sequences and problem solution models. These were testedin the final examination and the trainee was expected toextrapolate what he had learned to other tasks within theoccupational profile in a professional manner. The trainingobjective of the future must, however, guarantee action-oriented skills. Although this objective shall continue to bebased on technical competence, it must be supplementedby the acquistion of so-called multidisciplinary skills (keyskills), whereby the "qualification" is more than the meresum of skills and knowledge and includes methodical skillsand social skills as a training objective.

Continuing training of It is above all the trainers who will have to meet thetrainers at RWE Energie increased demands in the field of initial vocational training.AG RWE Energie AG implements the following measures to

back up the education/training system:

Seminars on training techniques as a basis for all employeesactive in the training field.

Main fields:

vocational education methods and didactics;I media use;

assessment and assessment interviews;key qualifications.

Seminars entitled "Learning can be learned" focused on thefollowing areas:

I absorbing and assimilating information;barriers to learning;association;motivation;

I concentration;I structuring;

effective reading;0 fogifting and revision.

A seminar entitled "In-company cooperation" with traineesin the industrial and technical fields.

Main areas:

I cooperation skills;I communication skills;

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48

0 decision-making;0 openness;I independence and self-activity;0 initiative;0 creativity;I critical skills.

A workshop for senior training officers focused on:

I key qualifications.

A workshop for heads of training in industrial and technicalfields and commercial trainers, focused on the followingdidactic fields:

0 training theory;0 information theory;11 learning target theory;0 curriculum theory.

Training aid clinics for all trainers in the industrial andtechnical field, focused on the following:

0 exchange of experience;0 presentation of project activities;I training strategies. A

4


Norbert DrobkaCentre forContinuing Teacher TrainingWarsaw

Continuing teacher training in the eraof a reviving democratic society inPoland

Polish society has overthrown the totalitarian system througha peaceful revolution, due mainly to the forces which wereactive in the "Solidarnosc" movement.

The most important goals proclaimed by the new Governmentafter it assumed power were:

I the establishment of a democratic society, andI the reconstruction of a successful market economy

The majority of the people accept these goals, but somegroups of society are sometimes dissatisfied because thegoals are being achieved too slowly. This particularly appliesto improvement of the standard of living.

Given this situation, what are the tasks confronting theschool system?

The school system wishes to play an active part in theintroduction of the above-mentioned and long awaitedgoals. This is, fundamentally, an important and by no meanseasy task for the teachers.Can teachers in Poland contribute to the establishment of ademocratic society and are they willing to do this?

My answer would be: yes and no.

Yes - because the teachers, like the majority of the people,did not support the totalitarian system for many years anddid very little to educate youth in the Communist spirit.

No because today's teachers lived and worked in atotalitarian system. This is a problem of mentality. It isdifficult to prepare youth to live in a democracy if one has

never lived in a democracy oneself.

But we cannot and do not wish to replace the Polishteachers, because most of them work well and, apart fromthat, we have no reserves.

In this situation further and continuing training of teachersbecomes a very important issue in school education.

5049

50

I will briefly discuss two aspects of this problem:

1) The further training of all teachers.2) The continuing training of some groups of teachers.

Re 1)The further training of all teachers mainly concernseducation for democracy.

in this area we have acquired some interesting experiencewhich I will briefly present. In Poland there is a distanceuniversity for teachers which broadcasts its programmes inpublic television and radio. The programmes aretransmittedsystematically. Last year the distance university includedthe two following subjects in its programme: the demands ofsociety and education for democracy.

These subjects include the following topics:

school and democracy,I education for democracy today,

opposition in Poland in the years 1944-1989,human rights,some reflections on tolerance,

I ecological problems.

We have not yet evaluated the radio and televisionbroadcasts.

But this is one way of reaching all teachers, andvideocassettes with these programmes can be used forinternal continuing training in the school.

Another instrument is the monthly journal "Spoleczenst-wootwarte" (The open society), which was founded inMarch 1990 and publishes many articles on this subject.The publication is supported by the Helsinki Committee andthe "Foundation for the Promotion of Democracy".

Re 2)The continuing training of some groups of teachers. I willdeal with the following groups:a) teachers for the political subjects and history,b) teachers for economic subjects,c) foreign language teachers,d) teachers for information technology and computer-

assisted instruction.

51

These groups of teachers must especially be supported bythe institutions for continuing teacher training.

a) In the political subjects the teaching contents havechanged radically, and they often contain topics which theteacher has never learnt or which were taught from acompletely different point of view earlier. This is why I usethe term "continuing training" and not "further training".What has been done to date in this field?

b The curricula for the subject "history" were completed tofill in the so-called "blank areas". As a result of thechanges in the curricula, a part of the teachers gave uptheir work; these were the ones who had lost theircredibility. Unfortunately, up to now we have no newtextbooks for political and social subjects.

) Secondly, courses, seminars and workshops wereorganized for the teachers.

b) Apart from the teachers of political subjects, we considerthe teachers of economic subjects in the commercial schoolsto be a particularly important group. These schools are theones which will train the persons working in future in theemerging market economy. Here, we particularly welcomethe initiative taken by CEDEFOP (European Centre for theDevelopment of Vocational Training) and the BIBB(Bundesinstitut fur Berufsbildung - Federal Institute forVocational Training). This initiative deals with aid for therevision of curricula in the commercial schools and supportfor the continuing training of teachers in the schools.

c) Foreign language instruction has been recognized as apriority goal in Poland. This particularly applies to Westernlanguages. Last year we received much aid from severalWestern countries and institutions. Almost 80 colleges forforeign language instruction were set up where manycolleagues from other countries teach. The number ofscholarships in Germany, France and the UK for teachershas also risen. But foreign language instruction is veryimportant for the future and this means the number ofscholarships for teachers and teacher trainers will have toincrease even more. This is a matter of fundamentalimportance for cooperation between West and East.

d) The last important problem I wish to discuss is informationtechnology and computer-assisted instruction. In many

51

52

schools in Poland information technology and computer-assisted instruction have already been introduced and themain obstacle facing the further spread of this instruction isthe lack of specialists in this field. Here it would be desirableto have many well-equipped continuing training centres forteachers. The trainers in these centres must have theopportunity of acquiring experience from other countries. InPoland we have some good specialists who have achievedmuch success in this field.

In the present situation continuing-education trainers forteachers play a very important role. This applies to continuing-education trainers for all subjects, not only the onesmentioned above. The situation is difficult because a numberof trainers were dismissed in the last few years. The newtrainers have good intentions but too little experience in thisspecialized field. If they are to do thei r job efficiently, they willneed assistance. I would therefore like to make the followingproposal. A study course consisting of two parts could beestablished for continuing-education trainers:

I.

a) A training course for continuing-education trainers inPoland where some colleagues from other countriescould also teach.

b) A study trip to different institutes for continuing teachertraining in other countries.

This programme could be organized by UNESCO.

In addition to this proposal I have the following suggestions:

II.

A working group could be set up for the preparation ofcurricula for political subjects. This group could alsoparticipate in the continuing training of teachers.

III.A conference could be organized on the subject of thefurther training of teachers in television and radio. The aimwould be an exchange of experience.

IV. An extremely important aspect is the exchange ofexperience between continuing-education trainers,particularly an exchange between institutes in the East andthe West. This particularly applies to continuing-educationtrainers in information technology. A

a3

3rd European Congress on. Continuing Education and Training Berlin, March 14-15, 1991 Workshop 4

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detailed.

53

3 4


Bundesinstitut Employment and training projects forfiir unskilled and semi-skilled workersBerufsbildungBIBB, Berlin

The papers and discussions in this workshop concentrateon two subjects which play a central role in the currentdiscussion on the importance of in-company continuingvocational training in Europe:

The concept "Qualification instead of dismissal"

The concept "Work-oriented learning - Learning-orientedwork"

Both concepts have one common feature, namely, in-company continuing vocational training with the aim ofpreventive qualification of employed workers, i. e.qualification which will safeguard employment or preventunemployment.

Another common feature of both concepts is that they viewcontinuing training behaviour against the background of theoccupational requirement situation of less-qualifiedemployed workers. The point of departure here is theinterrelationship between the "lay-out" of requirements atthe workplace and the estimated benefit of continuingvocational training: in Germany at least, the percentage ofunskilled and semi-skilled workers attending in-companycontinuing training is far below the average level of allemployees as a whole. In the last resort , this also endangersjob security.

"Qualification instead of dismissal"; this slogan was coinedto designate single-company programmes which weredeveloped since 1985. The aim cf the programmes was toqualify employees who had become redundant because thefirm was closing down and who could not be employed insome other qualified job. The main groups of employeesconcerned were unskilled and semi-skilled workers. Insteadof paying them the compensation laid down in the socialplan and sending them into long-term unemployment, specialcontinuing training schemes were designed forthese groupswhich would prepare them for future qualified employmentin sectors less prone to crisis.

0.1r r

56

In this connection the following questions relating to theprojects are of great interest:

0 What methodological concepts were developed toencourage the learning motivation and learning ability ofthe participants?

How were the new occupations for the participantsselected and what qualification level (skilled worker?/skilled employee?) was envisaged?

0 How could the vocational and work experience of theparticipants be used for qualification?

Is this qualification model an effective instrument for asocially-compatible shaping of structural change?

The concept of "learning-oriented work - work-orientedlearning" places the level of preventive action much furtherupstream. Instead of a dismantling of product lines due torigid production capacities, the alternative is work-integratedqualification which goes hand in hand with organizationaldevelopment in the firm, and builds up qualification potentialwhich is needed forthe development of a flexible productionstructure.

Here too, the continuing training schemes focus on unskilledand semi-skilled workers together with qualified skilledworkers.- Work-integrated qualification means that thequalifications required to meet the changed occupationalrequirements are defined through work organization andare transmitted near the workplace and from the exterior.This organizational approach makes it possible to calculatethe time factor for continuing training - this is important forsmall and medium enterprises; at the same time it gears theconcept to the action of learning by adults who have noactive experience of continuing training and thus haveaction transfer problems in the case of exclusively in-company continuing training courses.

In this connection the following questions relating to theprojects are of great interest:

What methodological and organizational preliminaryinputs are to be provided by the firm in order to gearorganizational development and learning-oriented workto one another?

r cu


HermannSchmidtBundesinstitut fOr BerufsbildungBerlin/Bonn

58

IntroductionPreventive continuing training forunskilled and semi-skilled workers inEurope

The vocational training of unskilled and semi-skilled workers,the topic of this workshop, is one of the most difficult tasksof vocational qualification in Europe within the context of thesubject of this congress. Continuing training for this groupof persons plays a negligible role in public consciousnessand is also treated marginally in the companies. This is notbecause the companies feel this is an insignificant matterbut because it is so tremendously burdened with problems.Also, it is not a social service offered to the community, buta vocational and economic necessity.

This introduction outlines the background of our reflectionswhich led to the testing of preventive continuing trainingmodels and methods for workers threatened withunemployment. Vocational training experts in theneighbouring countries have also produced problemsolutions. The exchange of experience in this difficult fieldwill provide substantial assistance to overcome problemsarising in the re-structuring of national economies and theimprovement of the employment situation.

In the last 10 years which have been characterized bystructural change in technological set-up and workorganization, and growing unemployment in the FederalRepublic of Germany, in-company continuing vocationaltraining has vastly increased in importance; up until the1970s continuing training was mostly an instrument forpromotion and for adapting a small group of workers toeconomic and technological change. With the advent of therevolutionary changes in work organization brought aboutby the micro-processor technologies, continuing adaptationtraining acquired an unprecedented significance for jobsecurity and technical progress. Together with the upsurgein the unemployment rate, an attempt was made - with theaid of qualification offensives - to transform continuingtraining into a successful instrument for the re-integration ofunemployed persons into the work process.

I What experience was gained in these projects withregard to worker willingness to participate in continuingtraining and action transfer?

I What time and content-related requirements have thecompanies set out forthese projects in comparison to theexternal continuing training of employees? A

5757

"Qualification instead ofdismissal"

Given the demographic trends in all industrialized countrieswhich are marked by a strong decline in the youngergenerations, there is a growing realization that companypersonnel policy will have to use continuing training as apreventive measure in order to shift unskilled workers fromtheir position on the periphery of the company and integratethem in the central body of staff.

Since the mid-eighties many firms in the Federal Republicof Germany have made diverse attempts with the supportof the employers' associations and the trade unions - tointroduce new concepts of continuing training for workersthreatened with unemployment so that they are trained fornew qualified occupations in their own or in other companies.The motto governing these activities was:

The Federal Minister of Education and Science backedthese efforts by launching a comprehensive experimentalprogramme for the remedial qualification of personsthreatened with dismissal. This experimental programmewas implemented by the "Bundesinstitut ftir Berufsbildung"(Federal Institute for Vocational Training) in a large numberof firms and continuing training establishments wheredifferent problem categories were tackled. The followingquestions were mainly addressed in the experimentalprojects:

II Where should the learning place for this qualification be(workplace, training workshop, continuing training centresoutside the company, etc.)?

What equipment is required?

Which continuing training methods are best suited forthisqualification?

What subject-oriented and inter-disciplinary learningobjectives should be envisaged?

What qualifications are required by the staff responsiblefor the implementation of this training?

Who funds the entire scheme? How can mixed financingconsisting of funds from the companies, the labouradministrations and the public sector be ensured andorganized without too much red tape?

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60

Given the limited time at my disposal I cannot go into theprecise details which would be required to give adequateanswers to these questions. The details will be given duringthe workshop.

(1) The workplaces in which non-qualified persons workare, as a rule, not suited to combine learning and working.On the other hand, if the continuing training scheme is to bea success, it is absolutely necessary to draw these workersout of theirwork situation so thattheir motivation forcontinuingtraining is developed. Thus, on the basis of this experience,an answer to the question of the learning place would be acombination of workplace-related problem descriptions anda continuing training adapted to this in in-company orexternal continuing training centres.

(2) The training objectives and the subject-oriented andinter-disciplinary content of continuing vocational trainingand the targeted qualification can be established on thebasis of labour market observatio ns th rough local or regionallabour offices in cooperation with the social partners.

(3) With regard to the methods for this type of continuingtraining, it is evident that the conventional forms of continuingtraining for habituated trainees such as seminars, courses,etc. will have to be abandoned. They assume an activedesire for continuing training and the ability to transformacquired knowledge into competent vocational action. Butthese are the very patterns of behaviour which the group oftrainees in question have to acquire through continuingtraining. Conventional adult education lacks the appropriatemethods for this clientele which is unused to learning butoriented to action. However, in the last few years numerouspractitioners in in-company and external continuingeducation and in vocational training research have - with aconsiderable investment of financial and human resources

developed and tested new concepts. Their application inthe field depends on the availability and utilization of muchhigher resource allocations for this qualification of unskilledworkers than were provided in the past. There is a greaterawareness of the economic rationale of this investment inthe companies and the public authorities.

(4) The qualification of continuing training staff is closelyinter-related with the learning place and methodology issues.A trainer who has experience in the training of youth and is

GO

familiar with modern instruction methods is not necessarilythe right person forthe skill training of adults. This fact - longknown to experts - was the reason for combiningoccupational, adult-educational and socio-pedagogical skills,in order to ,have a stronger orientation of the - unused-to-learning - trainee's learning motivation to the individualtrainer and a more integrated form of training, which had aconsiderable impact on the success of training.

Even though the problems outlined above could be partlysolved in some places, it should not be forgotten that skilltraining under the pressure of acutely threateningunemployment can only be one instrument among others tomake structural change in the economy through newtechnology socially acceptable. Not every person whoacquires qualifications underthese circumstances succeedsin making full use of this opportunity. Above all, not everyperson who is qualified through this training succeeds infinding an appropriate job. Success was clearly evident inthose cases where vocational experience and knowledgecould be used as the basis for a vocational certificate orwhere there was sufficient demand for skilled workers onthe regional labour market. The limited regional mobility ofpersons participating in continuing training did not permit ahigher level of integration into new jobs. This experiencehas recently led to the development of numerous newconcepts for in-company continuing vocational training ofunskilled and semi-skilled workers which put the accent ona combination of working and learning at workplaces whichare not acutely endangered. These approaches have theaim of combining technological innovations and changes inwork organization with the development of organization inthe company. Working requirements are elaborated fromthe angle of job expansion and job enrichment. In thisconnection it is planned to introduce combined labour andcontinuing training planning which, in pace with job extension,envisages the systematic teaching of know-how and skills.

The concept of learning-oriented work and work-orientedlearning is based on the action orientation of the unused-to-learning, working adult who expands his competence forvocational and social action by completing concrete tasks inalternate learning and working phases. It should not beforgotten that the implementation of this concept makesdemands on the work organization of the company and thecooperating continuing training institution which every

61

G1

participating body is not always prepared to accept. I willdescribe these demands in some detail:

1) First of all the company management must realize andaccept that non-productive periods will have to be acceptedin this organization of work and learning. However, theselearning phases during working hours are investmentswhich will produce a return in the medium term in the formof a lower error rate in operation, a smoother uninterruptedoutput and higher product quality.

2) The analysis of the qualification needs of unskilled andsemi - skilled workers and the systematization of learning-by-doing lead to the emergence of problems in companieswhich have no professional continuing training staff. Thismeans that foremen and "Meister" have to be trained forthis; however, this input is worth the effort because thesystematic instruction of unskilled workers in broader andmore sophisticated tasks reduces the considerable amountof time required to overcome breakdowns and standstill.

3) The organization of learning by doing calls for closecooperation between the persons responsible for materialsplanning, preparation of work processes, production andpersonnel management.

4) Through the implementation of this working and learningconcept the continuing training system outside the companygets a unique opportunity of becoming an indispensablepartner for the companies. The external or inter-companyprovider of training can already participate as an advisor inthe development of in-company continuing training andqualification strategies and can use this as a basis todevelop and offer continuing training concepts which areadapted to the actual situations in the firms. This servicewhich consists of counselling and training provision supportsand intensifies in-company qualification measures. Thiscooperative organizational model combines the advantagesof action-oriented learning on the job with course-orientedlearning outside the company, and is especially useful forsmall and medium enterprises which thus do not have tobuild up their own continuing education managementstructures.

The problems and solution approaches described here arenot specifically German. They are characteristic of all

62

economies which have to deal with the later qualification ofworking adults irrespective of the social and economicsystem. All experts agree that the answers to the tremendousproblems of qualification arising here cannot be provided bythe social security and educational systems of the individualstates alone. The administrations and the companies willalso have to make a considerable, probably the largest,contribution to the solution of the constantly growing task offurther qualification, if a successful adaptation to social,economic and technical change and a normalization of theemployment situation are to be achieved. The joint efforts ofemployers, trade unions, public and private educationalinstitutions can be increased considerably if internationalcooperation is improved through exchange of experienceand common activities.

The workshop organized by the "Bundesinstitut kirBerufsbildung" in the 3rd European Congress on ContinuingEducation and Training 1991 will make a contribution in thisfield. Experts from Eastern, Central and Western Europewill take the floor here to present their national expertise andinform us of the perspectives and concepts of the continuingeducation and training of unskilled and semi-skilled workerswhich can promote the further development of the economyand society.

I am glad that we could achieve our projected plan and Iwould like to call for your attention for our colleagues fromthe Soviet Union, Bulgaria, Hungary, Poland, France, Irelandand Germany who will inform us of their experience.

3 63


MariaMakedonskaScientific Research Institute onVocational TrainingSofia

64

Training instead of dismissal

The paper considers various views and solutions specific toBulgaria under the new socio-economic conditions (thetransition from the full employment of the labour force to therapid growth in unemployment), and addresses the followingproblems:

1. How should one react to the changes taking place insociety? Who is organizing the continuing training andretraining of personnel? Is it necessary to create a newsystem, or is it possible to adapt the existing training andretraining system by bringing all its features into line with thenew conditions?

A large measure of ignorance concerning the numbers ofpersons needing to undertake a training course at any givenmoment and the country's limited possibilities for allocatingresources to the creation of a new system have decided infavour of the approach in which all the features of theexisting system are attuned to the new conditions andexisting staff and materials are used to the full. Changes areaimed at: 1) restructuring the organs and forms of training,with a reallocation of functions between them, and theestablishment of new organs and forms of training; and 2)creating and reinforcing the various links betweeneducational organs and institutions not integrated into thissystem (mainly scientific bodies), so as to help make theiroperation more effective. The object of this is to step up theflexibility and mobility of the system for the training andretraining of the labour force, and to endow the system withthe ability to regulate itself in response to the demands of thelabour market. The organization of training in the context ofthe multi-faceted interrelationships between the variousinstitutions demands managers who are able to react quicklyto the needs of the market. In Bulgaria, specialists of thiskind do not exist. For us, the experience of other countriesin this area is particularly interesting.

2. How is the formulation of the new content of teaching andof educational documentation, materials and literature to beorganized? The monopoly governing the preparation ofeducational plans, programmes and teaching materials is

gradually coming to an end. In a competitive environment,there is a wide area for the operation of different institutions,of different types of agencies and enterprises, which offertheir services in the preparation of educationaldocumentation and materials - varying in both quality andprice. Competition has led to a deeper study of the ways inwhich occupations are tending to develop and of the demandson education, and to an enhanced quality of teaching. Thesole issues which are centrally determined are the standardsgoverning educational content and the supervision of quality.The paper presents some of the results of the experimentalwork carried out by the Institute of Education in Sofia on theuse of the modular-unit approach to structuring theeducational content of retraining courses for workers. Thisapproach allows a quick response to changed trainingrequirements for new occupations.

3. What are the chances of securing work based on thecontinuing training of workers with varying initial training?An important requirement here is that reskilling should notbe more protracted than the initial training.

Depending on their initial training, the workers who areliable to find themselves unemployed fall into two groups:

I Workers who have completed their secondary educationand who possess a broad vocational profile. Thanks totheir high general educational level and general technicaltraining, continuing training and reskilling is rapid andeffective.

I Workers who have not completed their secondaryeducation and who possess a narrow vocational profile.This category of workers is uncompetitive, and they areexposed to a greater risk of losing their jobs. The only wayof increasing their chances of remaining in employmentis simultaneously to raise their general level of educationand widen their vocational training in secondary technicalschools, or by evening or correspondence courses.

It would be useful if the Congress were to discuss theproblem of European standard vocational profiles and therelevant occupational nomenclature, so that, in a few years'time, it might be possible to talk about the free movement oflabour and a European employment exchange.

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4. Then there is the question of teacher training for theinstructors of adult trainees. In Bulgaria, this issue has beenunsuccessfully resolved, as far as the specialists provisionallyengaged in training activities are concerned. Thesespecialists are the agents of innovation in the occupationsof the trainee workers. Teacher training facilities areavailable to the instructors to assist them in their educationalrole, but they do not always avail themselves of thesefacilities. Research is needed on the teacher trainingrequirements of this batch of instructors, so as to establisha basis for devising a new concept of the form and contentof their pedagogic training. A

U


Adrianna So 6sMinistry of LabourBudapest

The background

Re-training requirementsand shortcomings withinand outside theenterprises in Hungary:

Measures forimprovement

A new institutionaltraining scheme in aregion most threatenedby unemployment inNorth Hungary which is amodel for thedevelopment of adulteducation in Hungary.

Training instead of dismissal

Economic problems resulting from the repercussions ofstructural change on the labour market:

rising unemploymentincreasing demand for continuing training and retrainingin the companies and on the labour market.

I an industrial vocational training system mainly in largecompanies, built up at the time of full employment,

I decreasing training capacity in the firms due to economicproblems,outdated material and technical re-training conditions,old-fashioned teaching material fluctuating in quality,

I an adult education system which is burdened with toomany legal regulations and unjustified state monopolies.

II New legislative and financing regulations to improveconditions for re-training and to motivate participation inre-training within and outside the enterprises; variousmeasures to encourage enterprises to participate invocational training.

I New teaching material and a new examination system.I Institution-building programmes.

The characteristic features of the educational institutionunder development:

selection will be based on applications from technicalschools for skilled workers or other trainingestablishments;training courses during the day, the evening, the weekend;continuous operation;flexible modular curricula;

0 teaching content and duration are adapted to the differentrequirements of the occupations and in-company training(2-24 months, average 6 months);possibility of access at several times in the year;

I possibility of individual progress in training (the modularcontent of the teaching material and the organization oftraining ensure this);

8767

Continuation of theprogramme:

0 opportunities for training, re-training, continuing training;broad occupational profiles adapted to the requirementsof the regional labour market; easy course change ifnecessary;training and counselling of small and medium enterprises;educational services to support recruitment;remedial courses;courses requested by companies;active cooperation with all organizations providingvocational training in the region, also with labour officesand workers;occupational aptitude test before training;guarantee the training of unemployed persons eligible forre-training, organize the training, if necessary with thecooperation of external training institutions, ensure thesupport of unemployed persons during training;it has the necessary theoretical and practical background,or, through its active cooperation with the trainingorganizations in the region, it ensures this background;it helps course participants to find jobs;independent curriculum development based on Europeanstandards;

0 collect and process educational data, give information;a new democratic orientation based on cooperationbetween the worker, the employer, the local communityand the founder;

0 non-profit-making.

Talks with the World Bank are being prepared on thedevelopment of a nation-wide network of such institutions.Hungary would like to use the resources from the PHAREprogramme for this purpose too. A

68 8


TatjanaNovikovaKemerovo State UniversityUSSR

Problems of continuing training in theactivity of the employment service

Present Soviet experience provides clear confirmation thata quite complex interrelationship exists between radicaleconomic transformations and corresponding changes inemployment policy.

The system for the redeployment of workers, formlated inthe 1930s to 1950s and aimed at supplying newly createdplants with (mostly low- and semi-skilled) workers on alarge scale has run out of steam, and now conflicts with thetasks of effecting the transition to market conditions.

The contours of the new model are broadly determined bythe principles of the legislation of the USSR and theRepublics, passed in January 1991, on the employment ofthe population. However, its implementation is fraught withmany difficulties and demands a measure of flexibilityinasmuch as the tough alternative is liable to lead to massunemployment and additional social tensions, while at thesame time half-measures and evasions, undertaken withthe aim of preserving a state of stability within the country,will produce serious economic consequences and adeepening of the crisis.

The reorganization of the public sector of the economy andof cumbersome administrative structures, the advent ofnew economic arrangements, the closure and remouldingof loss-making and environmentally harmful enterprises,and migration and conversion processes all lead to asignificant release of labour. In this connection, systematicretraining and upgrading the skills of both those engaged inthe productive system, and those made redundant, are themost important of a range of preventive measures aimed atstepping up the vocational mobility of workers, andforestalling the intensification of disparities on a sociallydangerous scale.

According to the State Labour Committee of the USSR, overthe next 4-5 years, 8-10 million people will be affectedannually by employment and retraining questions. Side byside with skilled personnel having various vocational profiles,the ranks of the redundant include:

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I individuals not working in their special field, and engagedin temporary jobs;persons of pensionable age;

I women with children;II low-skilled and unskilled workers;1 individuals with a disruptive effect on discipline at work,

and those displaying incompetence and carelessness atthe workplace;

I socially disadvantaged groups of the population.

Low-skilled and unskilled workers account for around 60%of those initially forced into redundancy. Economists believethat one in three of their number needs vocational retraining.With this in mind, regional employment schemes are beingdeveloped, and labour exchanges are operating in a numberof Soviet towns. However, far from all those with low orinadequate skills are prepared to undertake training, evenwhen this brings with it a genuine prospect of subsequentadvancement at work.

The extent and complexity of this problem are demonstratedby the example of the Kuzbas, where in 1991 the labourmarket comprised 242,780 individuals notwithstanding ageneral state of undermanning in industrial plants.'

The factors which, objectively speaking, place a constrainton upgrading the skills of employed and redundant workersinclude the following:

1 obsolete technologies and the major role of manuallabour; 2

I the absence in current wage scales and in firms' wagessystems of any incentives to promote the continuingtraining of the personnel;

11 deficiencies in the social-security and pension systems;I the absence of a housing market, and the maintenance

of the registration system, which inhibits the developmentof worker mobility;

I the deficiencies of the vocational retraining and continuingtraining system, and the over-production of personnel incertain specialities.

' As of 1.8.1990, the undermanning figures for the Kuzbas (Kemerovo oblast)were as follows: coal industry - 7500; iron and steel industry - 3500; chemicalindustry - 2900; building industry - 12 500; agriculture - 3600.

2 In 1989, 37.1% of industrial workers in the Kuzbas were engaged in manuallabour.

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Personal attitudes to continuing training are also influencedto a major degree by such subjective factors as:

I stereotypical attitudes to the prestige of education ingeneral, together with the influence of age factors;

I the psychological unease caused by conditions of socialand vocational instability;

I unwillingness to take personal decisions and implementthem;

II negative experiences connected with education in thepast.

The nature of the interrelations between subjective andobjective factors is also governed by particular socioculturaland regional determinants. Furthermore, the probability ofa considerable number of official mistakes in theredeployment of labour may be due, not only to a shortageof personnel capable of working under market conditions,but also to traditional attitudes on the part of managers ofenterprises and institutions towards production indicatorswhich take no account either of the quality of the workforceor of expenditure allocated to vocational training.

It follows that the priority tasks guiding the activities of theemployment service are: stepping up the pace of theretraining and continuing training of personnel; flexibleforms of vocational training; and sound forecasting of thedevelopment of the labour market. However, theperformance of these tasks depends in large measure onthe collaboration at the union, republic and local levels ofauthorities, which are far from possessing equal means forgiving enterprises an economic stimulus to assume theresponsibility for raising the vocational capacity and skills oftheir workers and staff. A

7 IA.

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Berthold StotzelSiegen University

FriedhelmSchmidtKrupp-Stahl AG

Outline

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Work-oriented learning learning-oriented work: The "learn-shop"concept in the pilot project "In-company qualification of semi-skilledand unskilled workers a steel-manufacturing company

1. Continuing training as organizational development: Goal-perspective-related and methodological features of aworking-world-proximate learning concept to cope withtechnological/organization change

2. The organization and implementation of the pilot projector: How to set up a learn-shop

3. Readiness to undergo continuing training or learningmotivation of semi-skilled and unskilled production workers

4. Preliminary experience

The paper discusses the development and the present levelof experience of a pilot project initiated in January 1990,which had the task of adapting the qualification structure ofunskilled and semi-skilled production workers in a steel-manufacturing company to changed technological andorganizational requirements.

In the context of the goal perspective (adaptive qualification)and the anticipated biographical learning characteristics ofthe workers concerned (production workers not used tolearning, mostly excluded from traditional continuingvocational training) a comprehensive approach oriented tothe working-world experience of the trainees was selected(learn-shop) in which the workers in small groups formulatedtheir learning needs themselves and could mutually satisfythese needs from the accumulated experience of individualgroup members. In addition, various adult teaching aidsranging from group moderation to computer-assistedinteractive learning were available to the learning groups.

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As the term "learn-shop" shows - an artificial term combinedfrom the words " learning" and "workshop" - this pilot projectdeals with a special setting of work-proximate learning andthe expectation of a multiple transfer to the organization ofwork and the work environment. It is intended to show howsuch a heuristic learning medium can be organized andimplemented in the production environment without beingperceived as a disturbance factor or alien body; rather it isviewed as an accepted new instrument for the qualificationof workers in the sense of on-the-job or near-by-the-jobtraining and for the innovative structuring of technological/organizational change.

As little is known about the readiness to participate incontinuing training or the learning motivation of the targetgroup selected for the pilot project, the experience gainedto date and conceptual considerations on the improvementof the learning motivation of these production workers willbe presented and discussed. In addition to motivationaspects, some thought is given to the links between learningand working and the procedure of a subjective (inductive)and objective (deductive) identification of qualification gaps.

Finally the preliminary experience gained from the actualqualification phase of the pilot project, which has beenrunning for 4 months, will be presented, in particular thelearning subjects which have been dealt with, the problemsolutions obtained, and the way this is handled in the actualproduction process. The aim is to enable a differentiatedand informative examination of the chances and opportunitiesof this new learning medium, i. e. learn-shop group work, inthe continuing training of unskilled and semi-skilled workers.A

7373


Qualifications strategies For the first time' in A'sfor women European Congress on

Continuing EducatiOn- andTraining, the 'sublact

qualification strategies 'for women at work and forreintegration of women into working life, was explicitlyselected as a working theme and dealt within a workshop.The women representatives from East and West weedthat this transnational exchange should be institutionalizedand given some form of continuity. A single workshop'dealing with subjects specificall: related to women isenough, especially when, as in this Congress too, menalone determine what goes on in the other workshoPS andplenary sessions. The views and the experience of womenhave to become an integral part of the entire process ofinternational congresses because women represent onehalf of humanity,

There is a danger that an attempt will be made to solve theeconomic and social problems in Central and EasternEurope at the cost of women's jobs,. Women are beingdisplaced on the labour market, they are being Pushed intoless-qualified jobs and the training they 'receive isiotallyinadequate. This process has to be sto both in theEastand the West. It is necessary to clavelop schemes andstrategies which will give wornenthesopportunity toparticipateequally in training and qualification processes and equalopportunities on the labour market. 'hi: deVelopment hasto be encouraged at the different FurthermoreCommunity resources should be distributed in such twaythat work projects for women are also equally supported.The fribalance in the 'ratio of men to women on the labour,:market should not be viewed as tho'sPecific problem'of ai'Marginaligroup*, it is a problem aftectingtooletyasawho'leand-has to be solved by men andwornen together,

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Susan Prose!Technical UniversityBerlin

Qualification strategies for women atwork and the re-integration of womeninto working life

The purpose of the workshop is to show the multiplicity ofapproaches and projects which characterizes qualificationprogrammes for women in the European landscape. Anumber of projects and initiatives representing the verydifferent orientations of qualification schemes and differenttypes of sponsorship for these measures, will be presented.

Projects from the United Kingdom, France, Greece, Spainand Portugal, and contributions from Italy, Hungary and theCSFR (requested) will demonstrate the wide range ofapproaches required in the different European countries;approaches which, as can be seen, correspond to theindustrial level of development of the country concernedand are faced with specific problems.The workshop will attempt to discuss the problems of thedifferent projects and to have a mutual exchange fromwhich common perspectives can be developed.

In a Europe undergoing a historical process of change andcharacterized by a closer affinity of East and West, it seemsto be particularly important and instructive to compile andcompare different possibilities and procedures and to identifycommon denominators which will enable cooperation andpartnership, sometimes in unusual country combinations.

A problem inherent to all projects is the question of fundingand the related issues of stated objectives and goals.

0 How, in view of the given funding conditions in each case,can a more intensive and continuous further vocationalqualification of women take place and be ensured?

0 How can the significance of this issue be emphasizedand strengthened vis-à-vis the claims of other interestgroups?How compulsive is the funding situation in the individualcountries?

lo How can support be organized and what existing networkscan be used to this end?

it)

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A part of the work and discussions will deal with thesequestions. The next set of questions involves the fundersand organizers of schemes and projects.

I Which bodies can best finance/organize qualificationprogrammes for re-integration in working life?

I Which bodies are best for continuing vocationalqualification?

I Should industrial enterprises be mainly responsible forin-company training? What experience has been gainedhere?

I What are the chances and perspective of autonomouswomen's projects?

The third part of group work will be devoted to the methodsand contents of the respective projects and programmes.Here, the spokeswomen of the projects and initiatives willpresent their specific approach which will then be discussed.One of the key issues in the discussion will be the importanceof stronger support for female management staff. In aEuropean comparison this question lends itself to a criticalinventory.

The aim of the workshop is to undertake a review where theplus and minus points can be compared and commonperspectives can be formulated. A

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Continuing education at TheCitiatitYirianeducationalregional and local level , ,systemcanbefudged byte,

way which it treats 'theweakest members 'of the's

systern,Continuing education andtraining in Europe shOuldbe.avallable even in regions in whichlivingsconditiorWarecharacterized bideprivationananagleat. Ware, jointiffOrteby the peoPle living thereandthe associatkinsand institution" -

working in that area are ireckWorkieli,* 9TItt OAP*of the project Vie which has to be given a nevshape.Therefore the contents and objectives of continuingeducator) and training cannot be,prescribeci by a central,

.The autonomy ofthe individual ancithe-region shouldbe respected. Continuing educationandiraining isaproceisfor mobilizing regional and human resoucces.

if continuing education and Training are-organized on thefree marker many interested persons will haver no chance'of getting it Women and migrant wOrkers braking to thesedisadvantacedgroups in the regions, and municiPalitles. Upto now the EC has not been energetic it ,prone their,interests. In every region there are also other persons whoare excluded from continuing ed Onleekities. atefforts have to be made on their behalf becadse theirinterests are often masked.

At regional and municipal levelcooperation and exchangein planning and continuing training ars as indispensable asrespect for autonomy.' Clegions towns and ,,ruralmunicipalities with similar problems altwish to have exchangeprojects; also with partners over large distances; allot themare interested in mutual visits. Howeverif cooperation withWester European partners is to be facilitated,the countriesof Central and Eastern Europe VAN- require assistance 'insetting up language courses. ,

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Monika Oe IsAdult Education Centre, SteglitzBerlin

Integrated continuing education andtraining programmes at municipallevel

Government continuing training bodies have a special dutyto act in the public interest. In commercially-orientedcontinuing training markets geared to wealthy clients withwide-ranging experience of training they are often the onlysocial pillar of the system.

As an established part of their region, they can takeparticularly effective account of cultural traditions, regionaleconomic structures and the needs and abilities of theindividual. Interest in this context focuses on regions withspecial social, economic and political problems. The situationin both the metropolises and in the rural areas is considered.Mounting problems posed by South-North and East-Westmigration, the destruction of the environment and politicalupheavals are among the new problems emerging to jointhe eternal problem of long-term unemployment, and theymust be reflected in continuing training programmes.

The comprehensive development of the individual, themeeting of different cultures and of past and present canenrich the local community in formalized learning processesand informal learning. Continuing training facilities canbecome open schools for adults, accessible to all andeffective not only as places of learning but also as a cultural,political and economic nucleus.

While people must adapt to centrally controlled and profit-onented continuing training programmes, the chance ofreadjusting continuing training to meet the local and individualneeds of the citizen is examined here. A

7881


Johanna VogelAdult Education CentreMunich

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Integrated continuing education andtraining programmes at municipallevel example of an adult educationcentre in a large city

The VHS (Volkshochschule adult education school) inMunich is taken as an example to show the opportunitiesinherent in an integrated supply of continuing education andtraining for a large municipality such as Munich.

Short description of the social structure and the mostpredominant social problems to explain the actual situation:

A broad, relatively well-to-do middle class, a strong jet-set.A progressive impoverishment of low-income groups due tothe high cost of living (rents), increasing number of homelesspeople. 17% foreigners, above all migrant workers andseasonal workers, especially from the South European ECcountries.

Munich's attractiveness is a result of the high quality ofleisure-time activities in the region and a low unemploymentrate.

The groups most affected by unemployment are olderforeigners, unqualified persons and young people whocannot compete due to social deprivation.Because of its marginal location on the periphery of thecountry, political issues are perceived and handled in amanner different to the rest of the country. Example: theproblems of re-unification barely touch the social and politicalclimate. Growing awareness of ecological problems.Increasing interest in Europe, rising urban consciousnessof the co-existence of Germans and foreigners. Little hostilityto foreigners.

The Munich VHS is probably the largest urban VHS. Acomprehensive programme structured according to subject-specific criteria is offered to an assiduous public. Alldisciplines, languages, modern communication sciencesand technology are included in the VHS educationalprogramme. In addition to this there is provision foreducational and vocational qualification. Specific target-

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group-oriented programmes, especially courses forforeigners and migrant workers, were introduced manyyears ago and offer a broad range of opportunities. In mostother regions these have slipped into oblivion or beensqueezed out by training provision for refugees and migrantsfrom Eastern Europe, but in Munich this programme is stillof great importance. Educational programmes in differenturban districts for older people (senior citizen programmes)are also of growing importance.

The leading approaches for an adult-oriented continuingtraining concept will be presented:education as extension of the personal horizon, acquisitionof key qualifications, remedial courses to cover educationalgaps such as literacy courses, acquisition of schoolcertificates, aids for leisure-time activities, for coping withdaily problems, aids to come to terms with personallyexperienced history in the form of biographical reproductionprocesses (writers' workshop, etc.). Study of socially relevantalternative models to shape the future.

Socio-pedagogical counselling and training provision formarginal social groups. Here - as elsewhere - there is a lackof resources to do more target-group-oriented work, forexample, despite the great need, there is little promotion oftraining provision for asylum-seekers: political obstaclesand considerations of opportuneness still prevent this.Requests to the municipality:Provision of more space, permanent staff and a budget foran extension of continuing training provision addresseddirectly to the citizen. Danger that course fees will rise,which will mean the exclusion of low-income participantsfrom the programme. A problem which is already apparenttoday:the funder decides which courses should be Lox-costor free of charge and for which courses the participantshould pay. This meanstraining provision can be influencedby the funder.As a metropolitan VHS Munich is not representative for thework of a regional VHS or a VHS in other Federal States. Itscatchment area and its influence in terms of content andconcept extend far beyond the city limits. A

83EU


Jean VassileffInstitut de la Pedagogie du Projet,Nantes

84

The Project-Pedagogics Approach inTraining Schemes for Youth andAdults

For historical reasons France is a country with a highlycentralized administrative structure. But, the employmentcrisis is raising some questions on this state of affairs,because the large national organizations charged with thetask of providing a social place for each member of societyhave failed to do so, as seen by the permanently high rateof unemployment. The way these large organizationsfunction, more bureaucratic than centralized, shows theextent of their inefficiency. In view of this situation, regionalautonomy appears more and more to be the requiredalternative.

The training of youth and adults is affected by this situation,all the more so as it is one of the principal components of thepolicy introduced in France in 1977 for the "social treatmentof unemployment". Unfortunately, it must be admitted thatthis policy has not succeeded in overcoming unemploymentor in "de-marginalizing" the large majority of the groups onthe periphery of economic life (youth with no qualification,migrant workers or second-generation migrants, victims oflay-off or redundancy, etc.)

With regard to training, the problem is not one ofdecentralization alone. It is true that if more power is vestedin the regions as against the central government, it ispossible to get closerto local realities and individual citizens.But here one must go even further. In training it is theindividual who trains himself. "Each man is a kingdom" (WimWenders, The Wings of Desire).

In other words, given the failure of the large organizations,it is the autonomy of the individual and not only that of theregions which must be developed. Training, in our age,should not be confined to technical or professional learning.It should also pursue the objective of developing theautonomy of the person undergoing training.

This raises a fundamental pedagogical problem and entailsa radical change in the trainer-trainee relationship: the

function of training should not be based on the logic oftraining supply but should be derived from demand. Trainingshould be conceived as a response to the real and profoundneeds of the person being trained.

This is the characteristic feature of "Pedagogie du Projet"the result of pedagogical research commenced in 1983 inthe "Centre Pedagogique et Technique d'Appui" (Centre forPedagogical and Technical Support) of AFPA ' in Nantesand developed by the "Institut de la Pedagogie du Projet" inNantes.

When we use the term "project" we not only mean thetechnical project, but the project as a realization of anautonomous personality, as the result of an authenticprojection of the individual.

This is the originality of "Pedagogie du Projet". Instead offocusing directly on the project of persons undergoingtraining (a project which they sometimes have difficulty informulating), we work on their capacity for PROJECTION,the origin of every project and the seat of autonomy.

In contrast to the ADAPTATION APPROACH which isgenerally applied in most pedagogical methods and whichinduces the persons undergoing training to adapt themselvesto what has been planned for them (content, materials,methods) the PROJECTION APPROACH places thepersons in a situation where they can themselves determinetheir training activities and the objective to be achievedthrough them.

With regard to method, the idea is to present the traineeswith space/time training and to get them to make use of it byasking them the question " This space/time belongs to you,what do you want to do with it?"

When using this method experience has shown that thereare several modes of projection which may be classified intothree main categories:

(1) AFPA: Association Nationale pour la Formation Professionnelle dos Adultes

2

I projection into the future

The trainee defines his training with reference to a projectwhich has already been elaborated and is a prefiguration ofwhat he will do later. In this case the role of the trainer is togive back-up support forthe project (information, surveys,in-company practical training courses, upgrading training,pre-qualification, etc.).

I projection into the present

The trainee embarks on a number of activities required hereand now depending on his choice of the means put at hisdisposal. The role of the trainer in this case is to help himcomplete these activities so that he can progressivelyreach the projection-into-the-future stage.

I projection into the past

Without really being aware of it, the trainee is toopreoccupied with his past to carry out a projection into thefuture or the present. In this case, the task of the trainer isto help the trainee to structure his past into a coherentpattern and to come to terms with it so that he can mobilizehis energy for a projection into the future. In orderto achievethis, the tool "Life histories in training" is mainly used.

The dynamic element of "Pedagogie du Projet" consists ofrespecting the initial type of projection of each trainee inorder to guide him to a projection into the future and theimplementation of this projection.

The theoretical and practical aspects of this pedagogicalmethod are set out in Jean Vassileff's book "La Pedagogiedu Projet en Formation Jeunes et Adultes" - ChroniqueSociale - Lyon 1988 and 1990. A

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Marie-Frangoise Integrated Projects in ContinuingDelatour Education and TrainingRegions Emilia RomagnaAssessorato lavoroe formazione professionalsBologna

I. Different types and levels of integration incontinuing training

1.1 The integration of intervention objectives (integration oftraining/local development; integration of training/SMEservices and technical assistance; integration of training/employment).

1.2 The integration of public and private resources for thedevelopment of continuing training projects.

1 .3The integration of decision-making "systems" (VocationalTraining, Education, University ).

IL Experience gained in integrated projects in theEmilia-Romagna region: Transferable elements,specific difficulties

2.1 The context.

2.2 The experience of continuing training/development inthe agriculture/food processing/environmental protectionsectors (plain of the River Po).

2.3 The experience of the IMP integrated Mediterraneanplans (hills and mountains of the Apennines).

2.4 Reflections on the experience.

III. Conditions for the development of integration

3.1 Regionalism and greater responsibility of local authorities.

3.2 Pedagogics.

3.3 Mastering the complexity (organization, conflicts,relations). A

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ork, ecological crisis, In 'the last twenty yearscontinuing education andtraining played a decisive

role in helping to overcome structural problems, especiallyin the highly industrialized countries, A numberotemployeesaffected by the re-structuring of Industries, rationalization,and specialization could find jobs in new areas through"continuing training and re-training, Compared to tdifficulties, the problems arising from the ecological crisistoday are putting a much greater strain onthe employmentsystem. Although much thought is now being given to theenvironmental crisis, this has not had much impact on thestructure of continuing training in the companies.

ost all sectors of the economy are confronted with newcglogical) demands which will entail dffering degrees ofange in existing production processes and services.

.:::rareness of ecological problems Is growing and there isrising demand for measures to protect the environment'sting occupations are being broadened to includevironmentat protection qualifications and in individuales, new occupations are even emerging HOWeVer, it is

ill an open question whether all this will suffice to master,'e crisis.

continuing education

e issue at stake is not only, remedial measuresto repairdamaged environment, but measures to save it from

damage, then the traditional forms of continuingand training no longersuffice. Ifdestructionofthe

Vironment is remedied with technical measures 'alone,ere is a danger that people will think that the problem hasee solved, as if, for instance, the installation of a device,

Alter flue gas suffices to solve the real environmental--is:::-Osali:not:enough,to,:give,:peoplei4n pertain

to ns env ron enntal eipertise* There is an urgentpatterns' of behaviour of all- ,

f Otek::::fle, e, a completely new system-(orhisyStenr)°:.Cpontinuing education with new

each rii§tUre{riOt.linkedto certificates)couklaisuine::otooloo.:;,::':rfil#01n, video and citizens* initiativei,

ye:ShOW0fOr Softie years nowthat learning caniakeplabein erent.Ways:and ca .also be fun.

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Ilan KnappAustrian Institute for VocationalTraining ResearchVienna

Summary: Theses

Work ecological crisis continuingvocational education and training

(approaches for identifying andsolving problems)

I We have treated our environment long enough as if wecould reproduce it perpetually and deplete it withoutconstraint. Environmental problems can be solved. Butwe not only need financial resources but also muchexpertise. We do not have much time left, so we mustlearn fast.

Given the importance of ecological demands almost alleconomic sectors are faced with new demands whichalter, to a differing degree, the production and servicesprogrammes pursued to date.

I The environmental protection market in Austria is stillunderdeveloped and very heterogeneous. For manypotential clients there is still no suitable offer on themarket. The development of environmental protectionmeasures is not only a question of money, very often lackof information on what environmental-friendlyprocesses are possible, what they "cost" and what they"produce", is the greater impediment. The lack ofinformation in industry includes the shortage ofenvironmental qualifications on the labour market.

I Many environmental fields are closely related to the,security of existing jobs and the creation of new jobs.

II For instance, water resources protection: we do notneed more sewage treatment plants, we need moremeasuring stations to clean up all waters in Austria.Clean air and the necessary measures to protect andrenew the air mean new jobs: the large incineratorsshould be examined and partly converted, automobilesshould be examined and converted.

I Urban renewal also needs many workers and in therural area we have will have to pay more attention to

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preservation of the landscape and protection of nature;this offers the possibility of ecologically-orientedemployment programmes. Positive employment effectscan also be obtained in the sector of waste recycling. Itis possible to obtain a re-utilization rate of over 60% formany different types of waste. The recycling of waste isalso becoming interesting in economic terms.

Through higher inputs in the environmental protectionsector industrial firms can eventually compensate andeven partly over-compensate higher costs. Environmentalprotection can open up many new markets and offersinnovative enterprises numerous opportunities. Throughenvironmental protection new jobs are sometimescreated and in other cases there are changes in thequalification structure of existing jobs.

I According to a survey conducted by the Austrian Institutefor Vocational Training Research (OIBF), enterpriseswhich are already active in the environment sector needskilled workers, persons with certificates from higher-level schools and university graduates; unskilledworkers are seldom in demand. OIBF studies on newoccupational requirements show that it is not only amatter of new occupations which will be created, but thatspecific environmental qualifications will have to beadded to approx. 50% of existing skilled occupations.

In principle, all occupations need basic knowledge ofthe environment and this should be taught duringcompulsory schooling. But if we take a look at theenvironmental laws and regulations which have alreadybeen passed today, we see that basic knowledge alonedoes not suffice.

I Specialized basic knowledge is required for differentsectors of the environment. A person who has to dealwith air pollution must also know something about wasteair and waste gas purification plants, low-pollutantemissions from fuels, control stations, measuring devices,limit values, etc.

I Given these environmental measures, the majority ofexisting occupations will have to be extended to coverenvironmental protection qualifications too. Theemergence of completely new occupations will be

C 7

relatively rare, but existing occupations will need skilledpersonnel with specific knowledge of the environment,e.g. a measurement and control technician willbecome an environmental measurement and controltechnician.

In future, when training directives for skilled occupationsor school curricula are revised, special emphasis shouldbe put on the teaching of environment-orientedoccupational qualifications. Up to now, revision ofcurricula was mostly influenced by technological ororganizational change, but in future environment-relatedcontents will also have to be integrated in all trainingactivities.

893


Hans Joachim Work ecological crisis continuingRieseberg vocational education and trainingTechnical UniversityBerlin

Although we have been devoting more and more attentionto the environmental crisis in the last 25 years, this has stillhad no decisive effect on in-company continuing training.One of the reasons for this is that people believe they cansolve the environmental crisis through local measures, andanother reason is that there is little recognition of therelationship between work, industrial enterprises anddepletion of nature. In all our efforts to improve the lot of theworking masses and to ensure that every individual receivesa fair share of economic profits, nature, the very source oflife for human beings, is being totally neglected.

Labourdisputes mainly revolved around wage levels, workinghours and working conditions. But it is gradually becomingclear that, in addition to these demands, the environmentalcompatibility of the product i^ becoming an increasinglyessential factor. There is even a t;ireat that entire productionsectors which cause fundamental env: 'onmental problems,may have to be banned. This would have tremendousrepercussions on job security for millions of workers in theindustrialized countries. If, for instance, we do not succeedin solving the CO2 problem in the very near future, the useof motor vehicles will sooner or later have to be prohibited.The repercussions on jobs in the industrialized countrieswould be disastrous.

The same problems arise in sections of the chemicalindustry, and there are other industrial sectors which areinvolved either in part or in whole in a fierce struggle forsurvival because of the climate catastrophe looming on thehorizon. Up to now discussion of this issue revolved aroundtechnical measures to deal with exhaust gas and improvedisposal of waste, by-products and residues. In themeanwhile more voices are being heard, from industrial andpolitical circles too, which proclaim that we will have toabandon a part of the industrial system.

In the last few decades continuing education and trainingplayed a decisive role in the overcoming of structural crises,especially in the highly developed industrialized countries.In the past when highly developed industries were being re-

94

structured through rationalization, specialization and theuse of computers, it was possible through continuing trainingand re-training to see, in part at least, that the workersconcerned found new jobs in other sectors. In comparisonto this crisis, the present ecological catastrophe, which canonly be attenuated but not entirely prevented, is a muchgreater challenge for the employment system.

In addition to the technical measures, which are alreadybeing introduced in the form of environmental protectionmeasures, this process - and this is the assumption - willlead to a more severe shortage of work. In other words,working hours will have to shortened if the same number ofpersons are to be employed regularly. As only a part of theenvironmental problems can be solved through technicalprotection measures, the remaining part will have to besolved by giving up consumption in some sectors. This willinevitably lead to a decline in the volume of products. Thisis where re-training will have to set in on a larger scale,however, it cannot consist of technical skills alone but willhave to include a humanistic/philosophical dimension.

Human beings, who in the past were always urged to thinkof a rational use of time and labour, will now have to learnto accept leisure as an active part of their lives. Highlymotivated workers, especially in the Western industrializedcountries, who through the extreme working methods appliedhad developed into over-diligent workers, will have to learnto make creative use (in an intellectual sense) of their freetime, i. e. not to use this free time for "off -hour" or substituteoccupational activities. Because the alternative which ourworking society had offered for off-hours, was a type ofsubstitute work. In a future society, leisure time should beused forcreative relaxation and not spent in energy-intensivetravel, energy-intensive tourism or energy-intensive sportsevents and similar activities.

This problem cannot be solved by the traditional providersof education alone, but will also have to be solved by thecontinuing training institutions in the industrial enterpriseswhich in the past have accepted many new continuingtraining proposals. Only when the traditional continuingtraining institutions in the firms have recognized this problemand included it in their efforts, will it be possible to solve it.It would be a fatal mistake to assume that this problem canonly be solved by public or semi-public institutions. Theworkshop could and should develop new ideas in this field.

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HanswernerMackwitzOKO-INFORMBeratungsgemeinschattChemie & UmweltWien

Hypothesis 1

Hypothesis 2

Hypothesis 3

Hypothesis 4

Hypothesis 5

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Environmental destruction:In a friendly package with ecologicaltricks and biological humbug.Is homo sapiens letting himself betaken for a ride?

The environment really is being destroyed.

Yesterday's growth fetishists are those who are twisting themeaning of words today and the ecological technocrats oftomorrow.

As long as there are no ecologically credible models, thegap between environmental awareness and environ-mentally-friendly behaviour cannot be bridged by ecologicaltricks and biological humbug.The forecasts made by George Orwell and Gunter Anderson the development of language have largely proven to betrue.

The fourth hypothesis stems from the rumour-mongering ofthe Association of the Chemical Industry in Frankfurt/Main:"Nature is chemistry,Chemistry is life,Life is responsibility".

Ecological rationality, if it is to be understood as such,demands the preservation of valuable reserves, not thecreation of progress, at least not in the traditional sense.Gentle chemistry not only prevents knownenvironmental poisons, it can also contribute to awakeningunderstanding of holistic ecological circumstances. A

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MercedesBressoPolytechnic SchoolTurin

Environmental Protection and theWorkplace

The idea that the environment sectors will make a majorcontribution to the creation of employment in the next tenyears is so wide-spread that it is almost commonplace. Andit is certainly true that there is a considerable demand foroperators, technicians and researchers in the differentsectors dealing with environmental protection. Furthermore,as these occupations are mostly new, the level of trainingneeds is high which means that this will also entail creationof employment for teachers at different levels of education.

However, we should not forget that expenditure for theenvironment is being borne mostly by the public sector andthat it competes with funding requirements in other sectorsat a moment when the budgetary deficits of the countriesconcerned are very high. So we cannot calculate thenumber of jobs on the basis of needs but on the basis of thefunds allocated for these needs. Available data indicatesthat in the OECD countries expenditure on the environmentdoes not - on an average - reach 1% of the GNP and of thisalmost 2/3rds is assumed by the public sector. There are nosigns that this percentage will increase; in many of thecountries the highest expenditure in terms of % of GNP wasachieved in the 1970s.

It is very difficult to analyse environmental protection insectoral terms; when environmental standards are integratedin the technology, it is no longer possible to separate theshare of the investment which is intended forthe environment.The same applies to the occupations. In the course of time,every engineer, every economist, every technician will haveto study and think about the issues relating to impact on theenvironment in his field.

These considerations clearly show that training plays afundamental role, either in the integration of environmentalknow-how in traditional curricula, or in the creation of newoccupations. The first question which arises here is that of"training for trainers". The trainers have to acquire a trans -disciplinary mentality, they have to be able, in theirinstruction,to transmit a problem approach covering the concepts of

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limitation and complexity which are at the heart of the man/environment relationship.

The Polytechnic School in Turin has launched anenvironment training scheme which tries to cover all theissues raised above. It has designed short continuingtraining courses for managers, technicians and professionalsworking in the public and private sectors and has introduceda Masters course for environmental engineers (coordinatedat European level) which provides multi-skill training foryoung people with a certificate in subjects relating to theenvironment (engineers, economists, biologists, architects,etc.) who after training will be in a position to coordinateenvironmental activities within a firm or a public service. A


Marton Balogh The Biosphere, the Technosphere andNemzeti Szakkepzesi IntezetBudapest

Summary

Society

The technosphere is the arena of the metabolic processesof society and the biosphere, the "venue" of the clashbetween the two.

As far as its "density" is concerned, the technosphere wasstill almost completely embedded in the biosphere only afew centuries ago. Nowadays, however, it is the reverse.

Every single proplem of the biosphere is in some wayrelated to the activity of food chains - or their disruption.

The metabolic processes of the biosphere are quasi-cyclical,those of the technosphere quasi-lineary in nature. Theprocesses of the technosphere exploit the biosphere andsources of raw materials, produce an untold quantity ofwaste and in the final analysis the products themselves alsoend up as waste.

The long-term existence of the human race can now only beenvisaged if man can harmoniously adapt the metabolicand energy exchange processes of the technosphere to thebiosphere.

Our legacy to the generations of the future must be ahealthy, or at least a curable biosphere.We must not forget that the basal metabolic rate is limitedand the reserves of matter in the biosphere are not infinite.It is therefore not possible to build a technosphere with apermanently exponential growth on top of the cycles of thebiosphere. The result would be a self-destructive tumor.

The best means of achieving these aims is education forenvironmental protection, based on both ecologicalknowledge and emotional stimulation.

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Eatt-Weid 'company The deveioPment otlasf-cooperation or "How to West Company cooperationlearn pazketecorionly" is, Proceeding at a breath-

, taking atpresent.Thereire 'probably some hundreds of cooperation agreementsbetween Western European firrnS and Central and ernEuropean partners, and more are belt* signed everyThis cooperation ranges from jointventures to theestablishment of neWindustries. TherelsvirtUallyno countrywhich is not involved in one way or another,

-)extern companies are faced with the difficyfty thattheir Central and Eastern European partners operate ineconomic areas which are still oriented to central planningor are just taking the first steps towards a market economy.The staff in these companies, above all the managementteam, are faced with complete ly new-demands. But havvcanWestern principles of management be transposed to state-controlled centrally-planned economies? How can internalreforms be introduced against external barriem?Continuingeducation can certainly not aniline itself to teaOhing only thetechnical skills of management and business administratiom,

The Ideal businessman" in a marlteteconorny hai'soinespecific characteristics: creativity, ability to introduceinnovations, ability to get his ideas accepted;wiliingnesStotake risks, etc. All this is required to Make up a litiow,entrepreneur. But how can such key qualifications beacquired or taught? Even in the Westthere isnoagreenienton this. The only certainty is that entrepreneurial skills andmarket- economy- oriented action, cannot be tat getseminars and courses alone. This applies even more Sop, ,Central and Eastern Europe,

What happens to people when the orientations and,vaiueconcepts which theyhaveacquiredoverdecades,iiddenlyno longer seem to be valid? Whatachieverrients:.; not**economic R are they capable of and hoiVwillttiey,a social order whose central valuesare slicifferent10 the :ones Which prevailed u13 to thers?, It contli4no. votisit Osier,trainincils nottO be reclucedto the meresacciolsitl0i1011000qualifications, the human being will have to be viewed ibis

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overall life situation.' Thensforet Considerat1o4 of thissituation is one otthe pre - conditions for the ileVeloonferit Cf:adequate qualification schemes.

New structures, whether in the co mpanyor in society akawho* must grow gradually,, they must, mature withitt thehuman being and be mentally integiated. They cannot patbe *transplanted". This makes it clear that continuingeducation and training programmes for the Central indEastern European -countries are long-term and b basedpropositions. There is no quick and easy Way of achievingthis.

G


Hans Joachim Psychological problems arising fromMaaz radical structural changes in theEvangelisches Diakoniewerk former GDRHalle

Outline of contents: Repression was the essential factor in "actual socialism".The psychological effects of repression are presented. Afterthe system collapsed there were profound identity crisesand a disintegration of values. The new social structureshave to grow gradually and they must mature and beintegrated in the people, they cannot simply be "transplanted".The unification process has generated considerablepsychological problems. The reasons forthis are described.Attention is drawn to the necessity for a "psychologicalrevolution" and some psycho-therapeutic solutions areoutlined which are of tremendous importance for all issuesrelating to education and training. A

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ManfredDyrschkaSteel Baco Ltd.Berlin

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The Learning Process as Part of theJoint Ventures in Poland

1) Development of East-West inter-company cooperationfrom project-oriented cooperation via joint ventures toestablishment of enterprises and the corresponding changesin practical in-company management training.

2) Market-economy-oriented practical training in economicareas which are still oriented to centrally-planned economies.

0 Contradictions in theory and daily practiceII Lack of a feeling of responsibilityI external barriers to internal company reformsI Ability to learn cost-oriented thinking through participation

in success) Fear of decision-making due to imprecise legal situations

3) The learning process as part of practical work-experiencein Poland

0 a clear statement of tasks is half the road to successI Independence creates self-confidence0 business acumen can be nurtured by EDPI curb the tendency to shift responsibility to the person

higher up0 parallel business training in leisure hours

4) Discussion (questions answers) A


Anders Hedlund Course in entrepreneurship andSIND - Statens industriverk market economy for EstonianStockholm

decision-makers

The National Industrial Board (SIND) is the SwedishGovernment's agency for small business development andregional development. In November 1990 an agreementwas signed by SIND and the Estonian Ministry of Economyconcerning two courses for regional and local decision-makers about entrepreneurship and market economy. Thecourses were financed by BITS, the agency whichadministrates the Swedish support to the transition processin Eastern Europe.

The courses took place in two small towns: Ronneby inSouth-Eastern Sweden, December 3 - 17, and Leksand,250 km North-West of Stockholm, January 7 21. The firstcourse was arranged by the regional University College andthe second by the Small Business Education Company,which is a subsidiary to the Swedish Federation of FreeEnterprise.

The Estonian Minsitry of Economy selected forty decision -makers from regional governments and municipalities. Theirfield of acitivity was mainly economic development,implementation of economic reforms, start-ups of smallbusinesses, privatization, local administration. Regionaland local decision-makers have a strategic role in thetransition to market economy, but they have less possibilitiesthan central government officials in Tallinn to study thedevelopment in Western countries.

The purpose of the course was to give the participantsinformation about the market economy andentrepreneurship, about the functioning of an economy withcompetition in the markets of goods, capital and labour,about the decisive factors for the birth and development ofsmall and medium-sized firms. Another item was public andprivate institutions and their interplay with the firms. Theobjective was to give an overall view which would assistparticipants to determine decisions and priorities.

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Lectures in business administration and economics werealternated with study visits to enterprises, municipalitiesand regional agencies. The main language was Englishwhich was interpreted to Estonian. The two main teachersaccompanied and tutored the study group from morning tonight during the entire course, which gave them theopportunity to answer any questions that occurred.

An evaluation of the course was made before the return toEstonia. Individually and in group discussions the participantsgave their views on the relevance and importance of theactivities of the course, on the level and pace, and onpossible approvements.

A general judgement is that the courses were successful. Allthe 35 participants, who completed the evaluation, were ofthe opinion that the courses had high orvery high relevance/importance. A closer look at the evaluation material revealsthe following:

II The lectures in general get a high mark: 31 out of 35 thinkthey were of high or very high relevance. Differences inprevious knowledge of economics among the participantsgave rise to some problems, especially forguest lecturers.

I The study visits also get a very high general mark. Allexcept one of the participants gave them a high rating.Most popular were the visits to enterprises, countygovernments, municipalities and banks.

I The length of the course was approved by a largemajority. The combination of ten days in a small town andfour days in Stockholm also met with approval.

I The structure of the course (the mix of lectures and studyvisits) was praised as "good and logical" in the evaluationdiscussions. But some people were of the opinion thatthe most elementary lectures could be given in apreparatory course in Estonia.

I How useful is the gained knowledge for the participantswhen they return home to Estonia? The answers givenare of the type: "we got a lot of new ideas", "the course willsurely be very useful for us" and "we learnt a new way ofthinking". As the objective of the course was to raise thegeneral level of knowledge how a modern market

I 0

economy works in practice these comments must belooked upon as positive remarks.

At present two courses for regional decision-makers fromLithuania are being planned. If possible they will take placein May and June. Based on the experience from the firstcourses some changes will be made. In the selection of theparticipants the Lithuanian Ministry of Economy will try toobtain homogeneity of the educational and professionalbackground. Some elementary lectures will be delivered ina preparatory seminar in Vilnius and some additional lecturesor study-visits will be added according to the wishes of theparticipants. A

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Friedrich Butt ler Challenges to the qualification of theInstitute for Labour Market and workforce in the transition from theOccupational Reasearch,Bundesanstatt filr Arbeit (IAB) planned to the market economyNurnberg

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1. The five new Lander - the territory of the former GermanDemocratic Republic are faced with a dual challenge: theyhave to catch up with the Western part of Germany, on theone hand, and embark along the path of socio-economicrenewal emerging throughout Europe, on the other.

The principal trends in the transformation of the labourlandscape are as follows:

I the process of restructuring towards a service-orientedsociety with a wide variety of functions; this runs inparallel with the globalization of world-wide economicactivity, intensive use of new technologies and fullutilization of the potential of high-level skills;

I changes in the Western part of the Federal Republic ofGermany characterized by decisive transformations inthe employment structure, above all as a result of thefollowing factors:

I the additional large potential of new jobs in the adjustment/programming, control, maintenance and operation ofhighly complex technical facilities in the production andservices sectors puts new and higher demands on theskilled workforce;

I as far as services in the production environment areconcerned, the advance of information andcommunication technologies implies a decline in theimportance of routine work and simple processingactivities. Job tasks are expanding to includemanagement, coordination and organizational functions.The actual field of expansion of the demand for manpoweris shifting towards "secondary servicesTM, calling for anincreasing number of highly-skilled workers;

I the ongoing expansion of person- and society-relatedservices shall increasingly become a site factor in theEurope of tomorrow, helping to decide where the growthsectors of the future shall be concentrated.

1'2

2. Continuing education and training are becoming a vehicleof thetarget-oriented development of employment structures.This equally applies to the access of the younger generationto working life and to the ongoing modernization of thepotential of useful skills. The determined channels, namely:

I the clear differentiation of employees within the firm/administration;

I the provision of continuing training measures outside thefirm to back up company activities;and the re-integration of the unemployed via measureshelping them to overcome the re-integration thresholdsand establish themselves in long-term employment, havenot yet been developed into a complementary system inEast Germany. It is now a question of setting up a systembased on the division of labour, whereby the focus shouldbe on phased and integratory concepts.

This phased approach involves, among others, linking upgeneral schemes to upgrade the skills of the workforce withspecific sectoral, vocational and functional activities, thelatter in turn moulded into certificate profiles, assigning anew occupational profile and status to the individual andthereby helping to ensure the vocational mobility describedby the second paragraph of the German Act on the Promotionof Labour as the principal task of employment policy. A

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Jean Francois IFG Projects in Central and Easternde Zitter EuropeIFG - Institut Francais de GestionParis

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In the USSRAt the end of 1989 we established the first joint Franco-Soviet company for management training. Invest-Trainingwas founded by IFG and its Soviet partners, the ManagersClub set up under the aegis of the Ministry of HeavyIndustry. 300 Soviet managers received training in Paris inthe course of 1990. An information centre for Sovietindustrialists has just been opened in Moscow.

In PolandIFG was selected by the France-Poland Foundation todevelop a programme fortraining, introduction of 700 Polishmanagers and executive staff to Western management,transfer of technology and training.An information centre has been operating in Warsaw sinceSeptember 1990.

These two concrete schemes permit a preliminary review ofactivities which shows that:

I "private" sectoral action is efficient,

I the market should be approached with no prejudice orpre-conceived notion taking into account the currentsituation of enterprises in Eastern Europe,

I pedagogical innovation is a determinant factor.

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ontinuing education Anyone who tries, from.:and training without Central and Eastern Europe,frontiers... to follow developments in

Western educationali. technologies, will be astounded: DELTA, -CON1ETT,

EUROPAGE, SATURN, OLYMPUS, EUROSTEP,INTERMAPS - just to mention a few of the "high techacronyms" whose content is a mystery to the non-initiated

in Western Europe. They represent EC research and-,::development programmes, education technology projects,Com munication satellites, open learning systems, andtheyS.how the present development level of new technologicallearning. As in the West, the computer has long found its

':Way into Central and Eastern European schools andlassrooms, not however as a medium of education

logy..... .

eficiency,butasaressenlal"tool" for future occupational

activities There was no electronics industry to discover anew and promising market in continuing education andtrainirigiiiWithlhk::::re.Siiit)lhat :there is a technological, le.

: : ..

i.:::.!itiStrUrnentaria. :.. , ::

he situations quite differeht.in.the field of distripoteeirtiearnin!

arm &dm (aPPre

elements must be) Here the and European countries

av-0:4fi*:tqoopoir:of.::gm? Both:

Iiifil;i;i4ftiitofitit::::*10q!!99al technology and Eastern

at tiiii4lyandains!tahle int tehxepetreninesively

as possible..4.4110:.:00-4. rlOr):111.0.atatiVantage. At the3rd EUropean

ongress on friU,n Education and Training, however.),

heir colleagues from the East, if any4 ouId notfrom the West were atone.

us it was not surpnsing thatthe results of the discussionin this workshop were not any differentother meetings and, only repeated recommendations whichhad already been repeated elsewhere; More issearehlMore cooperation1 .

. . . .

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Ricardo Charters Open and flexible distance educationd'Azevedo and training in EuropeCommission of theEuropean CommunitiesBrussels

Background

The unknown potential

Europe is now facing a tremendous challenge in meetingthe demand for skills at all levels, particularly i n the technologyfield. (See IRDAC Opinion on "Skills Shortages in Europe"Nov. 1990.)

In Europe the investment in and consumption of continuingeducation for adults is relatively low. This constitutes a realproblem in the Community, where the rate of technologicaland product innovation is anything but decreasing andwhere the base of the population pyramid is getting narrowerrather than wider. The rate of technological innovationincreases the waste of human capital. Demographic figuresshow an increase in the average age of the human capital.The working population is ageing.

The IRDAC note that even if useful knowledge has a half-life as long as ten years, intellectual capital is thendepreciating at 7 % /year (which is a much higher rate thanthe recruitment of new graduates), with a correspondingreduction in the effectiveness of the workforce.

At the same time, government intervention in the field ofcontinuing education usally lags behind the support ofprimary, secondary and traditional highereducation. Europehas some catching up to do. Investment in distance educationcompares favourably to all other possibilities.

Distance training has not yet achieved the position in thesocio-economic and training policies of the EuropeanCommunity that would optimise its effect. The existingpotential is relatively unknown. The potential to be developedis often ignored during discussion of the European challengesfor training.

In turn, continuing training for professional life will be adecisive element in the development and adaptation oftraining institutions, necessitating greater integration of

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The potential of openand distance learning

The time factor

The distance component

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working and learning environments and increasedcompetence in providing flexible learning opportunities.

1. The skills requirement, underthe pressure of demographicpatterns, will be put enormous pressure on education andtraining to increase qualification rates and to increase thesize and effectiveness of the workforce by means ofmeasures of upgrade existing skill levels and to increaseparticipation rates both generally and in relation to under-represented groups. Moreover, skills development in theless favoured regions of the Community is a critical factor foroverall economic development, in particular to SME's. Thisis equally true for the rural areas of the Community, inparticular the remote ones, in which accessibility remains amajor problem when designing a majortraining or retrainingscheme.

2. As new information and communications technologypenetrates even further, new forms of teaching and learningwill be able to exploit the potential of that technology. Thiswill not mean that technology will replace teachers, but thatthe technology will present both teachers and learners withnovel ways of handling and communicating information.

3. The predicted increased mobility of qualified workerswithin the Internal Market gives rise to issues of comparabilityand recognition of national awards and qualifications. Theapproaches so far adopted through programmes such asERASMUS and COMETT and also the Community Initiativeslike EUROFORM, will increasingly bring about transnationalapproaches to qualifications, based on joint degrees andcredit transfer, including those based on distance teaching.

The simplest expression of the comparative advantage ofdistance training to society is the time factor. The time factoris the central theme for the meeting and the cooperationbetween the labour market (or in narrower terms: economiclife; in wider terms: the whole range of public activities ofcitizens) and open universities or other systems of opendistance training.

The soundness of the "distance" component in distancetraining depends on the didactic design of the materials, thedegree of additional tutoring and guidance necessary inspite of the nature of the materials, the way in which tutoringis organised and offered, and the extent of the use of

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The CommunityProgrammes

Exchange of experienceat Community level

"telematics" in the media-mix. In principle, however, distanceeducation is synonymous with "open learning" in all countriesbecause of a certain degree of freedom of time, place andpace, and a certain degree of modularisation of the subjectmatter.

Both within specific programmes such as COMETT,EUROTECNET, TEMPUS, LINGUA and ERASMUS, butalso FORCE and DELTA notably through direct support todistance learning organisations and projects with anEuropean dimension such as EADTU (European Associationof Distance Teaching Universities), SATURN, EuroPACE,and EuroSTEP (the European Association of Users ofSatellites in Training and Education Programmes).

The Structural Funds of the Community have been reformedunder the Single European Act which resulted in a a newarticle V of the EEC Treaty. The Funds are now seen as"instruments of economic development" which can becomepart of structural policies to enable all of the Community'sregions to share increasingly in the major economic benefitsderiving from the completion of the internal Single Market.The Regional and the Social Fund, however, will play animportant role in the provision of distance training facilitiesnotably throughout the EUROFORM Community initiative.

There are clearly a number of areas in which the potentialof further European Community cooperation could be great.Reflecting that open, flexible and distance learning willconstitute an important sector, notably in the setting up of afuture large trans-national European network, based notonly in satellites approach. A

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Chris Curran New Methods Old PracticesNational Distance Education Centre,Dublin City University

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This paper will outline the distinctive characteristics andprimary organisational models of distance learning. Thecost structure of distance education will be compared to thatof conventional education. The use of medias as a centralelement in distance education will be discussed, withparticular reference to the cost aspects of new forms ofinformation technology. The paper will indicate the growinglinks between distance education organisations and discussthe potential for further cost-effective cooperation anddevelopment at an European level.


FriedhelmNickolmannSATURN - Europe's Open LearningNetworkAmsterdam

Challenges

Frame Conditions

New media in European ContinuingEducation and Training

Two essential challenges for Europe in the West and theEast:

1 The establishment of the West European Common MarketI The re-structuring and re-orientation of economic and

social systems in the Central and Eastern Europeancountries.

Education, training and continuing training play a centralrole here:

II Transfer of available knowledge1 Teaching of new skills and know-how0 Response to the doubling of accumulated knowledge

every five years.

New media offer new chances for education: they canovercome time and place constraints, but their applicationis greatly varied and often accompanied by euphoria orscepticism.

Use of media should be determined not by commercial ortechnical availability but by the demands on content.

A number of factors to be considered: target persons andtarget groups, tasks, contents, non-dependence on timeand place, educational objectives.

Complicated network of relations and interests:

1 Divergence of target groups and requirements) Multiplicity of partners1 Variety of sales channels.

One single medium cannot possible comply with all demands;it will be necessary to have an integrated set of media(including old media).

Requirements when introducing new media in the field ofeducation: information, media-related training opportunity/risk balance, general access, avoid irreversibility.

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Supplement new media through care and counselling ofstaff, intensify interest th rough printed material, tele-dialogueand tele-conferences.

Perspectives The new media are not substitutes but a considerableimprovement of the forms of education applied up to now.

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Perspectives for development in education through newmedia:

11 individualizationpopularizationdemocratization and liberalization

0 new forms: expert training, in-company learning groups,combination of training and employment

0 Europeanization and internationalization.

Western Europe: use the large number of media andtelecommunication networks; link isolated solutions;strengthen cooperation between education and industry.

Central and Eastern Europe: poorly developedtelecommunication services; small range of available media;leading role of traditional media.

Avoid monopolies; make full use of diversity and multiplicity.

The efficiency of media use is improved if it is linked to otherdevelopment processes in other infrastructural sectors(telecommunications, traffic and postal services, industry).

Preserve the typical features of different regions and nations;no monopolization and uniformization of the variety ofcultures.

Therefore, experience and trends in Western Europe cannotsimply be transplanted to Central and Eastern Europe.

Cooperative European initiatives to provide a frameworkand to create favourable conditions for utilization of mediain the education sector should promote cooperation in theuse of new media for education, training, and continuingtraining.


Claudio DondiSCIENTER - Centro di Richerche eServizi Avanzati per la FormazioneBologna

Access as a key concept for policiesto develop open and distance learningthroughout Europe

Open and distance learning, by increasing the flexibility oftraining supply, improve the accessibility of learningopportunities and make them available to a wider public.

Information is another component of the concept ofaccessibility: information on distance, open and flexiblelearning opportunities needs to be further developed it themaximum results from investments in distance learning is tobe obtained.

The EC Commission, National Governments and regionalauthorities have developed several measures to encouragethe development of open and distance learning in recentyears: the presentation will focus on the impact of suchpolicies on the accessibility of distance and open learningopportunities.

Special attention will be paid to present developments in thefield of databades on distance and open learning in Europe.A

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Angela Miguel i The ProgrammeAnglarill Finish your schooling, now is the timeGeneralitat de CatalunyaDepartament de Benestar SocialDirecciO General d'Afers SocialsBarcelona

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After 40 years' dictatorship, which wiped out its existence asa national entity, Catalonia constituted itself as anAutonomous Community in 1979. Its government, theCatalan Legislative Assembly, was given full powers toreaulate and administer all facets of the education systemincluding levels, degrees, modalities and special fields.

When it comes to education in Catalonia, the situation issorely lacking, particularly with regard to the population'sknowledge of Catalan, the native language. Statistics on thelevel of education of the Catalan population in the over-14-age group reveal that more than 2.8 million inhabitants havenot completed their lower secondary schooling. Thisprompted a special scheme aimed at promoting andencouraging the population to acquire their lower secondaryschool certificate. The programme is being increasinglydirected at all age groups from young people to adults ofretirement age, which means that the target group is 60.5%of the over-14-year-old population.

Against this background, for the first time ever, Catalonia'spublic television was called on to play an active role in adulteducation.

And that is how the programme "Finish your schooling, nowis the time" came into being. The aim of the programme isto help people acquire a basic knowledge in all the lowersecondary school subjects via the public TV channels TV3and Canal 33.

It is an innovation without precedent in adult education. Thescheme makes use of a clever combination of media,implementing the audio-visual means "par excellence", i. e.television and video on the one hand, and work books withthe written language as a means of communication on theother. A third methodological element is the technique oflearning-by-doing, which is reinforced by the contents of theteaching units. There is a fourth component in this scheme:a free-of-charge telephone consultancy service with a tutor

who is available daily for phone calls between 9 am and 9pm. By dialling 900 333 100 students can discuss anyproblems which might arise during the course.

These features make the programme "Finish your schooling,now is the time" quite unique in Europe. It likewise makesCatalonia a forerunner in this type of adult education, as italready is in the field of language education for smallchildren using the method of "language immersion".

The programme is addressed to all those who would like toprepare for their lower secondary schooling certificate withthe help of the TV3 and Canal 33 programme "Finish yourschooling, now is the time", and by doing the exercises in therelevant work books. It is likewise directed at those who wishto improve their basic knowledge without sitting theexamination.

The programme "Finish your schooling, now is the time"was launched in May 1990; ten units were broadcast onCatalan, Mathematics and French. Since October 1990 theprogramme has included all subjects covering the basicknowledge imparted at lower secondary schools. The 30-minute programmes are broadcast daily from Monday toFriday on the two public TV channels of Catalonia.

July 1990 saw the first extraordinary examinations in thethree subjects; 71% of the candidates passed theirexamination in Mathematics, 86% in Catalan and 66% inFrench.

This initiative met with an encouraging response from theadult population. This justifies an intensification and moregenerous development of this and other adult educationprogrammes by means of television, an instrument ofcommunication available to everyone. A

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3rd European Congress on Continuing Education and Training Berlin, March 14-15, 1991 Final remark

Hang the wagon on the "The European Community train is on the move. We havemoving train to try and couple a large number of wagons on to this train.

Normally, the train would be halted forthis operation. But weare trying to do this while it is in motion and are even

accelerating the train in the process. This operation produces a sense of anxiety, perplexity,sometimes hectic activity or even worse, the courage of the desperate. At the same timeeveryone is trying to conceal these emotions."

This is how Hans Joachim Rieseberg, one of the rapporteurs, described the currentproblems in Europe, and they emerged in the same form in the Congress.

The 3rd European Congress on Continuing Education and Training - a two-day mammothmeeting with almost 2,000 participants, more than 300 from the countries of the formerEastern European block, a Congress with almost 100 speakers in working groups withextremely diverse subjects and a crowded programme - what was the outcome?

Firstly, the realization that the continuing education and training instruments available in theWest are possibly not to retain the metaphor of the train suitable for coupling!

The main experience in this Congress was the "wordlessness" of the Central and EasternEuropean participants and the "helplessness" of the experts from the West. WesternEuropean educational experts know each other by first name, they meet regularly, speakdifferent tongues but still the same language, have eloquent turns of phrase and show whatis going on in the Western world. But, the mere knowledge of what is going on in the Westdoes not help a manager from the East. The realization that urgently needed advice is notforthcoming leads to a feeling of insecurity. So does the inability to give this advice, despiteall expectations. For the first time in a "Manager Congress", said the Chairman of aworkshop, did he hear the word "fear" used so often by both sides. Fear of what is goingto happen, fear of change which will effect not only one part of Europe. For this reasoncontinuing education and training in the European Community should be critically examinedto see whether it is capable of coping with the present charges in Europe.

The 3rd European Congress on Continuing Education and Training was not an East-Westevent. It was an EC-Congress with a large participation from Central and Eastern Europe.Perhaps its most important outcome was the atmosphere which reigned. A Czechparticipant expressed this very eloquently in a brief statement at the end of the Congress.He did not come to Berlin, he said, in the hope of finding financial donors who would helphim to finance all the urgent reforms in his country. No, no one could promise financial aid.But still he was not returning home empty-handed. What he had experienced at theCongress in Berlin was the manifestation of solidarity and partnership between all theparticipants from East and West, and this was as important as any form of materialassistance. A

122 1..5

CEDEFOP European Centre for the Development of Vocational Training

Perspectives for continuing education and training -Cooperation between Western and Eastern Europe

3r11 European Congress on Continuing Education and Training,Berlin, 14 - 15 March 1991

Congress Papers

CEDEFOP Document

Luxembourg: Office for Official Publications of the European Communities

1992 VI, 122 p. 21,0 x 29,7 cm

ISBN 92-826-3420-5

Catalogue number: HX-72-91-625-EN-C

Price in Luxemburg, VAT excluded: ECU 7

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