Policy and Response: Changing Perceptions and Priorities in the Vocational Training Policy of the E.E.C. Commission.

Autor/in	Neave, Guy
Institution	London Univ. (England). Inst. of Education.
Titel	Policy and Response: Changing Perceptions and Priorities in the Vocational Training Policy of the E.E.C. Commission.
Quelle	(1986), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Cooperative Planning; Educational Change; Educational Development; Educational Planning; Educational Policy; Educational Research; Financial Support; International Cooperation; Organizational Objectives; Policy Formation; Program Content; Program Development; Program Implementation; Secondary Education; Vocational Education + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsentwicklung; Bildungsplanung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Finanzielle Förderung; Internationale Kooperation; Internationale Zusammenarbeit; Business goal; Unternehmensziel; Politische Betätigung; Programmgestaltung; Programmplanung; Sekundarbereich; Ausbildung; Berufsbildung
Abstract	In 1984 the Commission of the European Communities (EEC) disbursed some $1.437 billion in support of a range of retraining, relocation, and job creation measures intended to help youth. The EEC's policy toward vocationalization was first defined in 1963. In the 1970s the commission began to reassess its reason for existence, which led it to develop an expanded view of its spheres of interest and thus resulted in the establishment of the EEC's Community Education Action Program. Since 1977 the commission has been involved in an extensive international collaborative research effort on the education and training needs of school leavers facing difficulty in obtaining employment, problems of poor motivation to study and work, compensatory action to increase educational opportunities for special needs groups, articulation between secondary and postsecondary vocational preparation, development of continuing guidance and counseling services, and improvement of pre- and inservice teacher education. The EEC has been devoting increasing attention to the problems of youth unemployment and integration of general, vocational, and work experience programs at the secondary and postsecondary levels. Emphasis on coordinate planning for vocationalization has been increasing, and the new approach has been based on the following major points: strengthening the general level of education during compulsory schooling, developing initial and complementary training grounded in a broad range of related occupations, identifying new options for lifelong continuing education, organizing such training on the basis of modular units, and reinforcing corresponding guidance and vocational training services to underpin the development of vocational training. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC