COMMISSION OF THE EUROPEAN COMMUNITIES 
1! 
S s Brussels, 23.07.1997 
COM(97) 399 final 
Interim Report 
on the Implementation of the Programme 
Leonardo da Vinci 
(Presented by the Commission) 

TABLE OF CONTENT 
1. INTROD UCTION 3 
2. TRENDS AND DEVELOPMENTS REGARDING VOCATIONAL 
TRAINING SYSTEMS 3 
2.1 MAIN TRENDS 3 
2.2 SPECIFIC TRENDS 3 
2.2.1 Trends regarding systems of initial vocational training 3 
2.2.2 Trends regarding systems of continuing vocational training 5 
2.2.3 Trends concerning the links between school-training-employment 6 
2.2.4 Trends regarding disadvantaged target-groups 7 
2.3 CONCLUSIONS 8 
3. IMPLEMENTATION AND IMPACT OF THE LEONARDO DA VINCI 
PROGRAMME 9 
3.1 DESCRIPTION OF THE STRUCTURES AND THE IMPLEMENTATION 
PROCESS OF THE LEONARDO DA VINCI PROGRAMME 9 
3.1.1 The process at Community level 9 
3.1.1.1 Organisation of European structures 9 
3.1.1.2 Activities of the European structures 10 
3.1.2 The process at the level of participating countries 10 
3.1.2.1 Organisation of national structures 10 
3.1.2.2 Activities of national structures 11 
3.2 BUDGETARY DATA 11 
3.3 FIRST RESULTS OF THE LEONARDO DA VINCI PROGRAMME 11 
3.4 IMPACT OF THE LEONARDO DA VINCI PROGRAMME 13 
3.4.1 Impact and the evolution of systems 14 
3.4.2 Impact and innovation 14 
3.4.3 Impact on systems and impact on practices 14 
3.4.4 Impact and the structure of the programme 15 
3.4.5 Impact and mobility 16 
3.4.6 Impact, global approach and new training methods 16 
3.4.7 Real and the perceived impact 17 
4. LINKS WITH FORMER PROGRAMMES AND COMPLEMENTARITY 
WITH OTHER PROGRAMMES AND INITIATIVES OF THE EUROPEAN 
COMMUNITY 18 
5. CONCLUSIONS 20 
I. Introduction 
liy its Decision of 6.12.1994, the Council established 
the Leonardo da Vinci programme for the 
development of a vocational training policy at 
Community level (1995-1999). This programme 
followed on from the former programmes - Petra 
(social and professional insertion of young people), 
Force (continuing training), Comett (University-
Enterprise Co-operation in the field of training in 
technologies) and Lingua (promotion of training in 
linguistic skills). It was adopted at the same time as 
the Socrates programme in the field of education. It 
is open to the Member States of the European Union, 
as well as to countries from the European Economic 
Area {Iceland, Norway, Liechtenstein). The 
participation of associated countries from Eastern 
and Central Europe, as well as for Cyprus, is 
foreseen. 
The Council Decision referred to above provides for 
a regular evaluation of the programme, based on 
reports submitted by the Member States and the 
participating countries and on an external evaluation. 
This document represents the first interim evaluation 
report. It covers the period 1995-96. It consists of 
two parts: firstly "a short presentation and an 
analysis of the evolution and trends in systems and 
provisions regarding vocational training in Member 
States and participating countries of the Leonardo da 
Vinci programme"', secondly, as requested by the 
Council, an analysis of "the implementation and of 
the impact of the programme". 
2. Trends and developments 
regarding vocational training 
systems 
A cross-analysis of the reports of Member States and 
participating countries has enabled a number of 
common trends and developments to be identified. 
What follows is just a summary of those. 
2.1 Main trends 
Vocational training systems of Member States and 
participating countries are rather complex and 
diverse. However, they all face similar challenges. 
Thus, it is quite clear that the concern for 
employment and employability is becoming more 
and more pronounced in vocational training 
policies. This overwhelming trend takes different forms and it is implemented in diverse ways, whether 
it applies to specific programmes for combating 
exclusion or to actions seeking to strengthen the links 
between schools and enterprises or to actions 
regarding the recognition of skills, etc. A common 
feature of all these is the increasing blurring of the 
distinction between education and lifelong learning 
and the diminuition in the division between initial 
and continuing vocational training. 
Reforms undertaken in the Member States and in the 
participating countries over the last few years have 
aimed, mainly, at validating vocational training 
and guaranteeing its quality especially through by 
increasing flexibility and modernization. 
Overall at the level of evolution of systems a dual 
trend is apparent which relates to the structure of the 
various national systems. This trend either takes the 
form of wide-ranging and in-depth changes in the 
programmes as it has been the case in Luxembourg 
and Liechtenstein; or the trend is towards the 
strengthening of existing provisions, often 
accompanied by a simplification of procedures and 
structures - as has been the case in France for 
example. Pragmatism and efficiency, flexibility and a 
concern for rapid reaction in the provision of training 
seem to be common features of all systems. 
If there are noticeable differences in the involvement 
and participation of various actors (social partners, 
local and regional actors) in Member States and 
participating countries, there is however, a clear trend 
towards a stronger active involvement of all the 
actors which is part of an overall trend towards 
régionalisation, decentralisation and the 
individualisation of vocational training. 
One of the main differences between national 
approaches lies in the will to legislate or not in this 
field. Situations in different Member States vary 
greatly from those where there is an obvious and 
strong will to legislate (as in France) to those where 
the will to avoid legislation is equally strong (as in 
the United Kingdom and in Germany). 
2.2 Specific trends 
2.2.1. Trends regarding systems of initial 
vocational training 
The report from Germany identifies the main current 
issues regarding initial training, these are: an 
insufficient number of traineeships, a need to 
introduce some differentiation into the system so as 
to take into account all levels of personal capacity, 
aptitudes and skills, modernization of existing 
professional profiles, a need for new training content 
and pedagogical methods, the needs to address the 
issue of parity of esteem between general education 
and vocational training as well as the opening up of 
the apprenticeship system to higher education level, 
especially technical education. 
Two main trends can be identified in the area of 
initial vocational training: the will to reinforce the 
validation and recognition of initial vocational 
training and a closer relationship between schools 
and enterprises. 
It is in this context that efforts made in favour of 
apprenticeship training should be noted. Existing 
systems are being strengthened and linked work-and-
training approaches are being developed beyond the 
traditional apprenticeship model towards new types 
of training and new target groups. Linked work-and-
training, under its various forms (including 
apprenticeship) is to be found at all levels of initial 
vocational training, including at University level. 
In parallel, it is of some note that specialisation too 
early, is being rejected. As is underlined in the case 
of Greece, preference is being given to the 
development of a combination of technical and 
behavioural skills in the perspective of life-long 
learning. Linked work-and-training schemes are 
being recognised more for their capacity to promote 
transversal skills than for the preparation for 
particular professions. Similarly, Italy underlines the 
fact that new developments affecting its initial 
vocational training system are geared towards 
improving the level of its basic training, and the 
promotion of multi-skills so as to facilitate the 
adjustment to new professional and organisational 
profiles. 
The development of linked work-and-training 
schemes is also quite clear in most provisions 
regarding the socio-professional entry for young 
people or for people excluded from the labour 
market. In this context, Germany stresses that 
updating the contents and the development of new 
pedagogical approaches, supported by a number of 
model experiments, is also a priority for the actors of 
the initial vocational training system. In the United 
Kingdom, for example, Modern Apprenticeships in 
England and Wales offer young people a work-based 
route to skills at craft, technician and junior 
management levels, which combine apprenticeships 
traditions with modern qualifications and learning 
methods. School systems are tending to open up to links with 
various training paths. In any case, it is too early to 
speak of integration of general and professional 
training paths. The will to set up bridges is 
nevertheless obvious. 
After compulsory schooling in Portugal, the three 
routes of long duration technical and vocational 
training (3 years) lead to a certificate of vocational 
qualification and a secondary school diploma which 
allows for the immediate vocational insertion and 
access to higher learning on the same terms as those 
for other general routes. 
In this area, one should also include projects which 
aim to ensure a double qualification, i.e. general and 
professional qualifications which will enable students 
to organise their school career either directly towards 
a profession or towards higher education studies. 
Ireland's intention to bring about a radical 
transformation of its system of vocational training 
should be mentioned. The new model, based on 
modules, became operational for all handicraft 
professions in 1995. It is based on common 
standards with seven phases of alternating training 
on- and off-the-job. 
Germany, for example, is modernising some 90 
professions and, currently, social partners are 
currently examining the opportunity of introducing 
30 new professions from 1997 onwards. Spain has 
just produced a compendium of vocational diplomas 
bringing together more than 135 professional 
profiles. 
While a general trend towards the differentiation of 
professional profiles is evident, there are instances of 
the emerging necessity for an extended and more 
common knowledge base. The the orientation is to 
enable, on the basis of differentiated methods, a 
maximum number of young persons to acquire a 
diploma or a professional certificate according to 
their cognitive abilities and their personal interest. 
Another case here is Austria, which is developing a 
policy for improving the attractiveness of vocational 
training by introducing flexible and differentiated 
structural approaches (periods of schooling and 
linked work-and-training placements on a weekly or 
yearly period) according to the participants' abilities. 
More explicit links with other forms of teaching are 
thus established mainly at higher education level so 
as to secure the maximum number of graduates. 
Denmark underlines the importance of widely 
available access to initial training measures and the 
necessity of individualising training paths for young 
people - an approach that has resulted in programmes 
such as "Education for all" and "Programme for 
individualised training for young people". 
Furthermore, Finland has signalled its desire to 
develop a system for validating qualifications 
through diplomas and certificates, especially of a 
vocational nature - a trend that is present under 
various forms in most Member states and 
participating countries. 
Germany, notably, mentions the necessity of training 
young people with a European dimension in mind; 
this should be achieved by an intensification of trans-
European mobility, a better knowledge of languages 
and by integrating the placements undertaken in 
other countries into vocational qualifications. 
Finally, the necessity, at the level of initial vocational 
training, to set up the basis for the development of a 
more generalised participation in continuing training 
is being emphasised. 
2.2.2 Trends regarding systems of 
continuing vocational training 
The first thing to be noted is that reports from the 
Member States and participating countries emphasis 
that the number of persons undergoing training 
measures has increased regularly over the last few 
years. 
Three trends can be identified in continuing 
vocational training: decentralisation, a search for 
quality and a search for a tailored and flexible 
training offers. 
Enterprises are looking more and more for a direct 
link between training measures and the work place. 
This follows a decentralisation of training measures. 
Enterprises are also increasingly considering the 
economic value of these measures - thus looking for 
quality training which offers a return on investment. 
Consequently, local and regional actors, as well as 
social partners are becoming more actively involved. 
Decentralisation of continuing vocational training 
often takes the form of régionalisation. Thus, in 
many Member States and participating countries, the 
region becomes more and more the natural locus for 
the development of training policies - thus, also, the 
importance of implementing accompanying measures 
at regional level. For example, Belgium, which has 
witnessed extensive changes over the last few years 
now relies on a set of national and regional measures 
in the area of vocational training. A similar trend is 
apparent in Spain where some autonomous regions have a large margin for manoeuvre in the 
organisation of their education and training system. 
In Italy, new functions have also been allocated to 
regions which, in addition to initial training for 
young people, are starting to offer training to 
qualified personnel and for adults; regions are 
entirely responsible for the planning and the 
implementation of their training activities - with the 
underlying aim of bringing vocational training as 
close as possible to the dynamics of the labour 
market. In Sweden and in Norway, local and regional 
actors also play an important role in adult education 
by developing approaches strongly geared towards 
the labour market. 
The economic dimension of training plays a major 
role in most cases. This has resulted in a drive 
towards ensuring quality in terms of supply and a 
concern for the return on investment. 
The overriding demand is for very flexible solutions, 
with recourse to modular approaches and to new 
technologies. Thus, a very clear trend towards 
distance training and adult education outside the 
working hours aimed at obtaining school-based 
qualification is apparent - as in Finland for example. 
A broadening, a professionalisation and a 
diversification in the supply of training - both at the 
level of the actors and at the level of supply can also 
be noted. There is also a trend towards 
individualisation and tailored approaches leading, 
preferably, to new and accessible qualifications for a 
wide range of target groups. The issue of controlling 
the quality (of the supply) is a real concern. 
Training supply is obviously broadening and 
diversifying. Public organisations are increasingly 
becoming real training suppliers. Luxembourg 
maintains that, all things considered, it is the State, 
with all its institutions attached to ministerial 
departments, which should be the most important 
supplier of training measures. 
Thus, in quite a number of participating countries 
Governments have set up Agencies for supporting 
vocational training, so becoming, themselves, 
training suppliers. 
Another trend arises from the increasing role played 
by universities in the supply of training. Thus, in 
Sweden, the legislative authorities have explicitly 
called the universities to become actively involved in 
vocational training. This trend can be explained by 
the fact that Swedish higher education institutions 
have always been oriented towards vocational 
pall) ways 
Different organisations are increasingly becoming 
involved in the training market - of which there arc 
many micro-enterprises specialised in very specific 
area:;. This also implies the necessity for greater 
transparency in the training market. 
H should also be noted that some countries are in the 
process of radically reforming their system of 
continuing training and are establishing specific 
legislation by means of framework laws - as is the 
case now in Luxembourg or in Liechtenstein - or as 
in Spain where a plan lor transforming vocational 
training has been in the process of being 
implemented since 1993. These new orientations of 
the institutions are simultaneously oriented towards 
several different objectives: guaranteeing vocational 
training capable of responding to the economic and 
industrial changes relating to the introduction of new 
technologies at all levels of the production process 
and to new forms of work organisation; enabling 
workers to adapt their skills and qualifications to the 
levels required by the new occupational profiles; 
validating, certifeating and recognising experiences 
and vocational training acquired throughout working 
life; and, finally, regulating vocational training 
markets taking account of the need to improve the 
quality of supply. Similarly, since 1997, Portugal has 
just begun to implement a policy aimed at re­
directing vocational training towards greater 
efficiency and individualised flexible solutions of a 
high qualitative level - a move that should benefit 
mainly SMI vs. 
In general, as stated in the United Kingdom's report, 
strategies are being designed with the objective of 
developing coherent vocational training systems, 
capable of responding to current changes. These 
systems are based on partnerships between 
government, social partners, training suppliers and 
individuals. The overall objective is to encourage 
employers and individuals to invest efficiently in the 
development of new skills as well as to prepare 
disadvantaged persons for the labour market. The 
aim is to enable young people to acquire the 
necessary technical, technological and behavioural 
skills needed for their entry into the labour market. 
Doll) the amount of training and the strategies 
through which they are being delivered have been 
assisted in the objective I to 6 regions by the 
contributions of the European Social Fund (ESF). 
There is thus a need to make sure that training is 
adapted and directly connected with the needs of the working environment; that it is delivered within 
reasonable cost limits, while not forgetting to account 
for the need to demonstrate return to the investment. 
2.2.3 Trends regarding the links between 
school, training and employment 
The divisions between initial and continuing 
vocational training are getting blurred. Through 
training numerous projects help young people in their 
transition between leaving vocational or higher 
education establishments and their entry into the 
professional world or into an enterprise. 
The clearest example is given by Sweden where the 
distinction between vocational and general education 
is almost imperceptible. The basic idea is to reduce 
the gap between these two types of training as much 
as possible. Thus, specialisation does not start before 
the higher phase of secondary education. 
In the Netherlands an experimental route is 
developed to give students in higher vocational 
education the opportunity to follow some linked 
work and training schemes (HBO-MKB route). In 
the United Kingdom, national framework of 
qualifications provides effective and flexible routes 
from general education to occupational standards. 
'Three types of qualifications, i.e. academic 
GCSEs/GCEs, broad vocational qualifications 
(General National Vocational Qualifications) and 
occupationally-based vocational qualifications 
(National Vocational Qualifications) - can lead to 
employment and training or to further and higher 
education. Other Member States and participating 
countries are also seeking ways in which to bridge 
the gaps between previously separated training areas. 
Such concerns form the backdrop to the approach 
advocated by the decision establishing the Leonardo 
da Vinci programme in which the continuum of 
"lifelong learning" help provide an overall 
broadening of offers for training. The exploration of 
additional modalities for the recognition of 
qualifications compared with more traditional 
certificates or diplomas also reflects such 
developments. 
A renewal of the dialogue between 
education/training institutions and enterprises is 
also discernible. Closer co-operation in the fields 
covering the implementation of linked work and 
training schemes, transnational vocational 
placements and exchanges are developing, especially 
at higher education level. Co-operation is also 
developing with enterprises which are the actors who 
most frequently seek a role for training with a view 
to integrating education qualifications with 
professional experience. 
In the perspective of life-long learning and ol 
bringing education and training closer to the world of 
work, since 19X9 in Portugal a new route to 
vocational training, the vocational schools, which 
involve local authorities, enterprises and other 
organisations in the world of work have been 
developed. 
This move results in the search for new alternative 
approaches to diplomas, to identify bridges 
between the two systems, to implement a double 
qualification (general and vocational) so as to ensure 
the broadest possible range of studies, and of 
validating professional experience. 
In this context, it is possible to include informal 
knowledge, so that school diplomas on their own are 
not enough. As underlined in the report prepared by 
France, the trend is towards the development of 
tools enabling professional experience to be analysed 
and validated for their equal consideration with 
school qualifications. In the same context, the case of 
Norway is noteworthy: a system of competence 
validation which leads to certificates independent of 
the way they have been acquired has been 
implemented. 
Tor example, in Germany, a discussion has been 
launched regarding the development of regulations 
enabling those having the title of Meister to have 
access to higher technical education without being 
obliged to possess a diploma certifying that they have 
completed secondary vocational education. 
In general, the role of Universities is also changing. 
Not only do they seek active co-operation with 
enterprises in the area of research, but they are 
becoming increasingly involved in vocational 
training which, next to research and purely academic 
teaching, is becoming their third major area of 
activity. One should note that most of the Member 
States and participating countries are giving higher 
autonomy to their universities. Tor example, in 
Austria, a specialised university has been created for 
the vocational training of those having an academic 
diploma. In Finland, like most Member States and 
participating countries, Ministries of Education arc in 
the process of broadening their networks of non-
university higher vocation education. 
2.2.4 Developments covering 
advantaged target groups dis-All Member States and participating countries 
express an additional concern to implement actions 
and programmes which have been designed for the 
specific needs ol" different target groups, such as 
unskilled young people, the young and, the long-term 
unemployed, the disabled and migrants. 
In the drive to make qualifications accessible le all, 
emphasis is placed on the fight against school failure 
and, thus, against exclusion from the world of work. 
Professional entry, the improvement of 
employability and (he stabilisation of employment 
are major concerns. One has to go beyond the short-
term objectives of qualification (especially for 
continuing vocational training, for adapting the job 
place) towards a broader adaptation of individuals to 
evolving systems of production and work 
organisation. One aspect of this issue concerns the 
types of regulations of training schemes requiring 
effective consultation between the State and social 
partners, the actors of the economic world and those 
in the world of training. 
The objective is to give those in charge of training 
the reference points to enable them to orientate their 
own training programmes and pathways. 
In 1996 the Netherlands established a new system 
which put in place qualification standards at the level 
of secondary vocational education. These standards 
are determined jointly by the world of education and 
the world of work, and are organised by sectors. This 
system of qualification standards was realised with 
the implementation of the WEB (Adult and 
Vocational Education Act). The United Kingdom 
introduced a framework of national occupational 
standards, on which it bases its National Vocational 
Qualifications (NVQs) and SVQs in Scotland. The 
assessment and certification process fcr these 
qualifications is independent of the training process 
itself. 
Secondly, as underlined by Belgium, there is also the 
need to increase investment in a new field called 
professional transition and re-entry. This covers 
measures for young people who do not succeed in 
finding a job or workers who are excluded from jobs. 
Reports from Member States and participating 
countries underline the importance of measures and 
programmes adapted to various target groups as an 
instrument for combating unemployment and social 
exclusion. All these measures are directed - although 
they represent a very heterogeneous group - towards 
improving the potential for social and professional 
entry of these target groups. 'The financing of these 
measures is provided by public authorities or by 
Community programmes or initiatives. 
2.3 Conclusions 
The organisation of training systems is undergoing a 
major evolution, within which contextual debates 
between public authorities and social partners 
continue to be important. 'This becomes quite clear 
when considering the aim of training or its financing. 
1 lie reports attach great importance to the role played 
by enterprises regarding policies developed in the 
field of vocational training. This role finds specific 
expression in particular systems which have varying 
forms of access to training. Thus, it is impossible to 
consider the cases of Belgium (Funds collected for 
high-risk groups), France (with its general obligation 
to contribute financially to training), Ireland (tax-
grant in some professional sectors) or the 
Netherlands (O & () fondsen ----- Training and 
Development Funds, which are funds earmarked for 
the financing of training measures) as similar 
systems. 
The participation of enterprises, and, moreover, of 
professional organisations in the definition of 
objectives and contents of training remain a central 
issue in many Member States and participating 
countries. 
At a transeuropean level, the export of national 
experiences or legislation to other countries remain 
limited. For example, the "job rotation" scheme is 
known in Nordic countries through Denmark's 
experience, but it remains specific, while in other 
countries it takes other forms within individual 
projects. This can also be noticed for the National 
Vocational Qualifications (United Kingdom), whose 
implementation in other EU countries has yet to 
succeed. Reasons for these difficulties are numerous. 
One of these is certainly the fact that most of these 
programmes have been launched in very specific 
national cultures and contexts - (bus making their 
transposition in other environments rather delicate. 
Conversely, two types of convergence should be 
noted. The first one concerns the field of vocational 
training itself; the second, its link with the socio­
economic environment. 
Regarding the first set of convergences, one should 
note that the issue of pedagogy (and of its 
improvement) is a concern common to the different 
systems. 'The development of modular approaches 
and the establishment of individualised training pathways, e.g. Denmark with its training courses in 
open workshops - illustrate this point. This trend 
reflects the massive integration of new information 
and communication technologies as training tools. 
Equally in this context, the transition from 
qualification to that of skills, as well as a trend 
towards the valorisation and the recognition of 
professional experience raises additional issues. This 
appears to be a decisive point in relation to access as 
entry to many vocational training courses themselves 
are determined by school and academic prerequisites. 
'The trend is towards the implementation of skill 
evaluation systems which are independent from the 
way the skills have been acquired. Apart from the 
United Kingdom NVQ, the case of Ireland is of 
note as it has established a national structure for 
certification which covers all the non-university 
types of higher education as well as continuing 
training. In 1991 France set up the "bilan de 
compétences" (skills balance) as an instrument for 
helping enterprises and workers - the latter having 
the possibility to get financial support for achieving 
this "skill balance" outside working time. 
Specific importance is also given to self-training and 
lifelong training schemes, confirming the acceptance 
that the learner is the central locus of the training 
process. This trend is reinforced by the establishment 
of accompanying structures: reception, information, 
guidance and advice. In the United Kingdom, careers 
services are provided under contract to the 
Government through a network of public and private 
organisations. They provide comprehensive 
information and guidance at a local level, geared to 
individual needs. 
The second point of convergence concerns the link 
between the field of vocational training and the 
socio-economic contexts - such as the world of work 
and employment policies. It does indeed appear, in a 
reading of the reports of participating countries that 
training measures and initiatives are increasingly 
geared towards maintaining jobs and improving the 
employabilily of the individual. If account is taken of 
certain target-groups, especially the disadvantaged 
ones, training becomes a component of an 
employment policy, possibly of a social policy. 
Training supply is being extended to include new 
target groups and new contents. The report from 
Greece specifically underlines the importance of 
ensuring the proper match between training supply 
and the real needs of the labour market in terms of 
skills and qualifications. 
In Italy, the agreement signed between the 
government and the social partners in 1996 indeed 
has the objective of establishing closer links between 
training and the labour market by way of consultative 
action. 
Another point is clearly apparent. The number of 
those having benefited from training measures has 
regularly increased over the last few years. This is 
true both for initial training and for continuing 
training. From the reports of the participating 
Member States, it is quite clear that public authorities 
do intend to strengthen these developments even 
further - i.e. to increase the number of young people 
leaving training systems with a certificate. 
Furthermore, it is interesting to compare the role of 
the various actors in relation to the target groups for 
whom the measures have been developed. In most 
Member States, public authorities - albeit in different 
ways - play a role in the process of professional 
qualification. The State contributes in the planning, 
the organisation and in the control of vocational 
training, especially in regards to quality. Most often, 
it determines the general framework within which the 
vocational training market may develop. However, 
public authorities do remain the main training 
provider for groups at risk. It seems, however, that 
the relevance of public authorities is tending to 
diminish: this may result from régionalisation of 
vocational training and from the growing implication 
of the social partners in the entire decision-making 
process. 
In all cases, the evolution in the role of the State has 
to be considered in parallel with the implication of 
the social partners and that of the local and regional 
actors. I lowever, in relation to the publics concerned, 
and to the role allocated to the social partners, the 
role of the State is more or less crucial in the process 
of vocational qualification. 
However, it remains extremely difficult to classify 
the vocational training systems of the Member States 
and participating countries according to common 
categories. Rather than designing complex tools for 
such a classification, it would be more useful to 
develop evaluation tools for enabling training 
systems to position themselves each vis-à-vis other 
systems as well as vis-à-vis the main developments 
which are taking place. 3. Implementation and impact ci: 
the Leonardo da Vinci programme 
3.1 Description of the structures and-
implementation process of the 
Leonardo da Vinci programme 
Within the Leonardo da Vinci programmes planned 
measures are divided into strands and instruments. 
The overall orientations of the programme are 
specified within a common framework of objectives 
and by those actual priorities for the calls for tende: 
which are set annually. 
These overarching priorities - which come within the 
context of article 127 to the Treaty establishing the 
European Community - aim at making sure that the 
Leonardo da Vinci programme is an instrument for 
the implementation of a vocational training policy of 
the European Community, particularly in the context 
of the conclusions drawn at Essen by the European 
Council (1994), of the Confidence Pact for 
Employment in Europe (1996), as well as by the 
guidelines laid out by the Commission in its White 
Paper "Growth, Competitiveness and Employment" 
(1994) and in "Teaching and Learning: towards the 
Learning Society" ( 1995). 
'These priorities are established in close consultation 
with the Leonardo da Vinci Committee. In 1997, as 
in 1996, these priorities were: encouraging the 
acquisition of new skills, strengthening co-operation 
between school and enterprise, combating exclusion, 
treating investment in training and capital on an 
equal basis, extending access to Icnowledge with the 
tools of the information society. The horizontal 
dimensions of the programme are equality of 
opportunity, social dialogue, regional development 
and industrial change. 
3.1.1. The process at Community level 
3.1.1.1 Organisation of European structures 
The Leonardo da Vinci programme is implemented 
by the Commission with the support of a Leonardo 
da Vinci Technical Assistance Office. According to 
the Council Decision, the Commission is responsible 
for defining the main policy directions of the 
programme, for ensuring the management and co­
ordination of the processes relating to the calls for 
proposais and, for final selection of the proposals 
which merit financial support. 
In the execution of these different tasks, the 
Commission is assisted by a committee consisting of 
representatives of Member States and countries in the 
1 European Economic Area and, in certain cases, the 
observers of the Social Partners.all of whose 
functions are specified in the Council Decision. 
In keeping with this Decision, sub-committees have 
also been established on initial vocational training, 
on continuing training and on university-enterprise 
co-operation. These have met regularly to discuss 
issues notably the definition of the priorities and the 
analyses of the results of the calls for proposals. 
3.1.1.2 Activities of the European structures 
Within the framework of its responsibilities, and with 
the support of its Leonardo da Vinci Technical 
Assistance Office, the Commission ensures the 
preparation and the management of the calls for 
proposals, the implementation of the evaluation 
process for the proposed projects and the activities 
for operalionalising and monitoring the funded 
projects and disseminating their outcomes. As a 
result, there is a permanent link with the National 
Co-ordination Units. 
In practice, and by producing analyses and 
information documents on the various invitations for 
proposals, these activities comprise helping 
promoters designing projects, organising thematic 
and dissemination seminars and establishing a link 
with Eastern and Central European Countries 
(PECO) and Cyprus to ensure their integration in the 
programme. 
Furthermore, the Commission and its 'Technical 
Assistance Office, produce a number of regular 
publications, such as the compendia which describe 
the projects and calls for proposals of promoters, 
analytical brochures on the results of the calls for 
proposals and general information brochures. A data 
bank comprising products of previous programmes 
has also been set up and is available for consultation 
at the Multimedia centre at the 'Technical'Assistance 
Office. 
3.1.2 The process at the level of 
participating countries 
Tor their part Member States and participating 
countries have set up information, animation and monitoring structures: National Co-ordination Units 
(NCUs). 
3.1.2.1 Organisation of national structures 
Initial and/or continuing vocation training do not 
come under the responsibility of the same ministerial 
departments or, even, solely within the remit of the 
public authorities. In some participating countries, for 
example, initial vocational training is mainly the 
responsibility of the Ministry of Education, as in 
Germany or in the Netherlands. In other Member 
States and participating countries this responsibility 
is shared between several ministerial departments -
mainly Education and Labour - as in France. As a 
result the management and the animation of the 
Leonardo da Vinci programme at the level of the 
Member States and participating countries mirrors 
the diverse arrangements in Member States and 
participating countries. 
Furthermore, most Member States have set up 
tripartite consultative and national management 
committees which assist in the definition of national 
priorities and ensure a link with the key players in 
vocational training. These committees, together with 
the National Co-ordination Units, participate, 
normally, in the definition of national priorities for 
Strand I, and in projects evaluation and pre-selection 
processes at national level. 
The main function of the National Co-ordination 
Units, which are financially supported by the 
Commission and the Member State, is to provide 
assistance to the national authorities, the Commission 
and to potential project promoters and contractors. 
NCUs play an important role in this respect: they 
assist in ensuring that the programme impacts on 
national policies and structures; they organise 
promotion, technical assistance and dissemination 
seminars for project contractors; they help the 
development of thematic, sectoral, national or 
transnational networks. 
The nature and the organisation of these 
interventions vary according to the participating 
country. In some of them, such as Ireland, Denmark 
and Sweden, NCUs also manage the Socrates 
programmes and the Community initiatives 
Employment and Adapt. The NCUs of some other 
countries are linked to institutions, generally at 
national level, and manage the programme 
autonomously - as in Germany. Some participating 
countries have set up several NCUs, the terms of 
reference of which are distributed according to the 
10 
various target groups or to the programme measures -
as in France, in Luxembourg, or in Germany. 
3.1.2.2 Activities of national structures 
The main activities of NCUs for which, they receive 
an operating grant from the Commission, based on a 
statement of accounts, are to organise and launch 
conferences; to frame a national operational and 
dissemination plan; to ensure the publication of calls 
for proposals; to organise national - or even, 
transnational - contact seminars; to evaluate the 
project submissions and to organise animation and 
monitoring seminars with the projects which are 
funded. 
The purpose of these activities is to monitor, in 
partnership with the Commission, the development 
of project activities and outcomes and to contribute 
to solving problems which a project may encounter 
during its implementation. Moreover, NCUs 
contribute to operationalising the thematic, national 
or transnational aspects of the programme. 
NCUs are furthermore responsible for the 
management of transnational exchange and 
placement programmes under Strand I. To that end, 
and having first submitted an operational plan, they 
receive a global grant lor the different target groups 
concerned. 
NCUs also publish compendia of national projects, 
information brochures and newsheets. 
3.Z. Budgetary data 
The Council Decision estimated that the financial 
resources which are required by the Community for 
the implementation of the Leonardo da Vinci 
programme would be 620 M ECU for the period 
1995-99. 
The distribution of the sums allocated to the various 
strands and measures is decided by the Commission 
following the opinion of the Leonardo da Vinci 
Committee. statistics as well for National Co-ordination Units 
under Strand IV. 1 
For the first two years of the programme, the budget 
authority has allocated an envelope amounting to 
139.5 MECU in 1995 and 154.4 in 1996. 
The following table sums up the budget distribution 
of the programme for the first two years: 
Tabic I 
Distribution of the Leonardo da Vinci budget for 
1995 and 1996 
| 1995 I 1996 
Pilot projects 75^2 84 
Strand 1 27,2 33,6 
Strand II 38^ 43,9 
Strand HI 9^5 6,5 
Placement & exchange 45,7 51,4 
programmes 
Strand I 28,6 29,4 ~ 
Strand II 17 22 
Strand HI 0,1 0,03 
Others 18^ 19 
HI.2.a 6^9 6,2 
HI.2.b 0 1,3 
Strand IV Ufi 9 
Totai (MECU) | 139,5 154,4 
3.3. The first results of the Leonardo da 
Vinci programme 
Since the launch of the programme three calls for 
proposals have been published - in 1995, 1996 and 
1997. The first two calls (1995 and 1996) resulted in 
the presentation of 7600 proposals. Evaluation and 
selection procedures implemented by the 
Commission in co-operation with the Member States 
have ensured the financing of 1542 projects for a 
total amount of 201.8 MECU. 
One should note that there are maximum and 
minimum limits to the budgetary distribution 
between the different measures of the different 
strands. A minimal threshold of 35% of the total 
budget is allocated to pilot projects, as against 30% 
lor placements and exchanges. A mrvimum ceiling 
of 20% is set for oiher measures, especially surveys 
and analyses, exchange programmes, comparable 
11 
Tabled 
Results of the first two calls for proposals (1995 
and 1996) 
1 1995 I 1996 
Number ofProjects 749 793 
selected 
procedure 1 319 299 
procedure II 430 494 
Pilot Projects 581 " 582 
Placement and 
Exchange 121 170 
Programmes (Strands 
11 and III) 
Surveys and Analyses 47 41 
Number of Partners " 13212 " 10267 
procedure 1 2210 2131 
procedure 11 " 11002 " 8136 
This data shows that the programme has reached 
significant proportions in respect of the numbers of 
projects, transnational partners, and of the vocational 
training professionals involved. 
Analysis of the first two years of the Leonardo da 
Vinci programme illustrates that the programme has 
evolved towards taking better account of the real 
challenges facing vocational training in Europe. To 
ensure the consolidation and improvement of 
systems, arrangements and practices of vocational 
training however, there is a need for the 1542 
projects which have been funded to undergo a 
qualitative evaluation with respect to their capacity to 
meet their goals and deliver concrete results which 
are transferable to all 18 participating countries. 
The time has come for a follow up, animation, and 
reconsideration of the contents and methods which 
make it more possible for the Leonardo da Vinci 
programme to be a real "European laboratory for 
innovation". 
Funded projects can be grouped into three main 
categories: those which focus on forecasting of 
training and guidance needs 
in relation to a specific environment, those which 
concern the design of innovative training methods 
and measures by means of developing training 
products, often based on multimedia systems, and 
those directly relating to the enterprises and the 
training organisations. The active participation of the 
social partners in the programmes, as well as the 
setting up of transnational training networks (sectoral or regional networks), is also noteworthy. These two 
factors should have a significant effect on the 
promotion and the dissemination of new knowledge 
and know-how. 
A more in-depth analysis leads to the conclusion that 
the majority of the projects tend to fall under the 
three categories. Increasingly, projects explicitly seek 
to develop solutions through a consideration of the 
processes - beginning with the identification of a 
specific need and leading, via the implementation of 
more wide-ranging educational methodologies, to the 
design and the implementation of focused solutions 
targeted for specific contexts. 
In the projects assisted in 1995 there were 13212 
partners participating in 749 projects, as against 
10267 partners for the 793 projects selected in 1996. 
The participation - even after the first calls for 
proposals - of SMEs in the programme is admittedly 
weak, especially if we consider that it is mainly small 
and medium enterprises which create jobs. In the 
light of this insufficiency of participation, all those 
responsible for the Leonardo da Vinci programme 
will need to be more actively encouraged to make the 
additional investment required to ensure a bigger 
participation of SMEs in the partnerships, not least in 
the simplification of procedures. 
Nevertheless, it is also necessary to nuance the 
assessment. If it is true that for the three categories 
combined, the offers to train appear greater than the 
demand for them, then it should not be forgotten that 
the measure best suited for the participation of 
enterprise (including SMEs) is Strand II 
"improvement in actions of vocational training", 
particularly measures II. 1.1 a "innovation in 
vocational training" and II.l.l.c "Transfer of 
technological innovations". Similar conclusions 
apply for transnational exchange and placement 
programmes of Strand II. 
Through its placement and exchange programmes, 
the Leonardo da Vinci programme has also 
contributed substantially to the European mobility of 
various target groups. 
12 
Tabic 3 
Number of programmes and bénéficia ries of 
placements and exchanges foreseen in 1995 and 
1996 
Number of Number of 
programmes beneficiaries 
1995 I 1996 Ï995 I 1996 
, » i » i 
I.1.2.a - Placements for young people undergoing 
initial vocational training 
short-term placements 
| 604 | * | 9943 | 10063 
l.l.2.a - Placements for young people undergoing 
initial vocational training 
long-term placements 
, | 96 | * | 982 | 1009 
tl.2.b - Placements for young workers ' 
| 293 | * 1 4704 | 5333 
E.1.2.C - Exchanges for instructors 
| 293 | * | 2242 | 2379 
I !.1.2.a - Placements for people undergoing 
university training and for graduates 
| 102 | 144 | 5175 | 7731 
11.1.2.b - Exchanges between enterprises and 
universities and/or training bodies 
| 11 | 11 | 121 | 146 
H.1.2.C - Exchanges of people in charge of training 
n i j2 j 47 l 231 
* data not yet available 
U otto be noted that the Leonardo da Vinci 
programme has in 1995 and 1996 enabled more 
(bun 50,000 people - of whom 22,000 young 
pèopjS lit initial training, 10,000 young workers 
and (3,0(K) higher education students or grad­
uates - to benefit from a European mobility grant 
for guidance and training periods throughout 
WcmJHïr States and participating countries. 
furthermore, the Leonardo programme foresees the 
implementation of a programme in the field of 
statistics under Strand H.2.b as well as of a 
programme of study visits managed by Cedefop 
under Strand H 1.3b. 
The Council Decision of 6 December 1994 makes it 
possible for the Commission to propose a work 
programme concerning an "Exchange of 
comparable data" under Strand III.2. Following a 
proposal by the Commission, a 10-point programme 
has been adopted by the Leonardo da Vinci 
Committee, the implementation of which is ensured 
by a Working Party "Statistics in the field of 
education and training" comprising representatives 
of the Member States and of the Commission. In 1995, a call for tender lead to three projects, 
begun in 1996, "a survey of initial training", "a 
survey of continuing training" and "transition to 
working life". A project on "comparable 
classification" was managed by CEDEFOP.ln 
1996, three themes were included in a specific call 
for tenders, namely, "the supply of training", "the 
learning of languages", "comparable classifications" 
and "literacy for adults". The amounts committed 
for this first phase total 1.3 MECU; it is intended to 
broaden the size and the field of investigations in 
1996 and 1997 up to an additional amount totalling 
2.1 MECU. 
The Community programme (measure III.3.b) for 
study visits for vocational training specialists 
within the European Union is co-ordinated by 
Cedefop. In co-operation with a network of national 
liaison officers, this programme foresees the 
organisation of study visits, lasting from 3 to 5 days, 
focusing on themes such as youth training, adult 
education or the impact of new technologies on 
vocational training. 1,225 vocational training 
specialists, distributed in 116 groups have benefited 
from such a study visit; on average, the individual 
grant amounted to 1350 ECU in 1995 and 1996. The 
total budget allocated for the study visits for the same 
period amounted 2.3 MECU. 
3.4 Impact of the Leonardo da Vinci 
programme 
As indicated at the beginning of this interim report, 
the analysis undertaken concerns the first two years 
of the implementation of the programme. Given the 
fact that the firsts projects did not become operational 
until early 1996 and that, on the other hand, their 
average duration is 2 years, the views expressed 
below cannot be considered as definitive. 
Another element should be underlined: as a 
"European laboratory for innovation", the 
programme intends supporting actions aiming at 
improving vocational training systems and 
arrangements or vocational training actors in 
Member States. Obviously, such an impact requires 
some time to materialise. 
Conversely, it is already possible to identify, through 
the external evaluation report and reports of Member 
States and participating countries, the technical and 
administrative weaknesses of the programme 
implementation. In this respect, it should be noted 
that the reports rely mainly on interviews and 
answers to questionnaires sent to promoters and key 
actors of the programme. 
13 
Results thus obtained are more concerned with the 
difficulties encountered when implementing the 
projects than the impact of the programme. 
This being said, it is possible to identify some key 
elements regarding the impact of the programme. 
3.4.1. Impact and the evolution of the 
systems 
From the analysis of the reports, it appears quite 
clearly that the pilot projects are part of the 
development of vocational training systems and 
arrangements in Member States - especially in 
relation to the general trends identified at the 
beginning of this report. The programme does 
illustrate the evolution of the entire vocational 
training field - its aim being to enable a maximum 
number of institutions and individuals to benefit from 
this evolution. 
Furthermore, and this is especially true for Strand I 
projects, activities developed by promoters are 
wholly integrated in the vocational training national 
provisions; it is thus normal that these projects are in 
time with the main trends of vocational training 
systems. 
This positive correlation does not mean that the 
funded pilot projects are just an extension or a copy 
of national operations. Both as regards the objectives, 
the content and the methods, transnational projects 
aim at developing innovative approaches. This being 
said, their diversity does not run against priorities of 
common interest in a context requiring very rapid 
adjustments and evaluations. 
By proposing innovative answers concerning new 
qualifications, new professional profiles, new 
means of access, new modalities for bring schools 
and enterprises closer, new routes for professional 
insertion and "stabilisation" - especially through 
apprenticeship and linked work-and-training, 
transnational projects give a definite impulse to 
the real daily life operations of vocational 
training. 
It is equally significant that the programme attracts 
the main vocational training actors who are clear that 
training represents a priority for investment. 
3.4.2 Impact and innovation 
The Leonardo da Vinci programme is defined as the 
"laboratory of European innovation " in the field of 
vocational training. An examination of the national and evaluation reports suggest that it is at this level 
that the more significant impact of the programme 
can be seen. A number of new approaches which 
address key objectives like new qualifications, new 
professional profiles, better access to training, 
notably new forms of entry and recognition of 
qualifications find support in the Leonardo da Vinci 
programme. In evidence are the development of new 
content, products, methods and services, with regard 
to a large range of target groups and the issue of 
equal opportunities as well as the marked orientation 
on projects with regional dimensions. 
In all Member States the innovation of the Leonardo 
da Vinci programme and, as a consequence, its 
impact is more developed at the early stage of the 
creation of projects which permit the integration and 
joint utilisation of the methods and tools which are 
targeted to specific groups. Nowadays the 
development and utilisation of the CD-ROM is not 
more innovatory in its own right, but its combination 
with long distance learning for addressing those who 
are some way from the large centres of training 
provision does constitute an innovatory factor. 
The Leonardo da Vinci programme provided 
evidence of the specificity of innovation in the 
substantive aspects of professional training. On the 
one hand, it is relative : what was innovative in a 
certain context was already in place in another. On 
the other hand, it is evolving. In spite of any counter 
effects of previous Leonardo da Vinci programmes, 
we consider that there is a truly qualitative 
improvement in the operations of new programme. 
Furthermore, observation of the years spent under the 
Leonardo da Vinci programme opens up a dynamic 
which can only be realised in the medium term. 
3.4.3 Impact on systems and practices 
The majority of the projects constitute responses or 
preliminary reactions to real situations requiring new 
solutions concerning the integration of young people 
without qualifications, vocational training in SMEs 
etc. 
Only rarely did the size and exploratory nature of the 
projects have a direct impact on the vocational 
training systems. Indeed, as a result of the dynamic 
created, the actors were pressed into questioning 
the system. It is the first step of the potential 
dynamic of the system offering opportunity for a 
larger impact. It is of particular significance that the 
impact of the Leonardo da Vinci programme was 
more marked in those systems which were least 
developed. 
14 
Certain countries, like Luxembourg and 
Liechtenstein, which are already in the process of 
reforming their vocational training systems, noted 
that the past and present Leonardo da Vinci 
programmes did not affect their considerations in the 
implementation of new legislation on vocational 
training systems and decisions concerning the new 
directions are taken elsewhere. 
In the short term, the real impact is always felt on the 
ground. Two dimensions of the projects merit 
particular attention. Certain projects focus essentially 
on testing new models, either the models themselves 
or concepts imported from abroad, applying a new 
idea or passing on good experiences, etc. Other 
projects mainly seek the real innovatory solutions 
at the risk of failure. Thus surveys and analyses are 
often undertaken to analyse the conditions for 
effective implementation of the previous pilot 
projects. 
The advantage of transnational ity is that it deals more 
easily with the territorial constraints which all 
national systems recognise. It is also significant that 
many projects come under a logical process (without 
necessarily using the concept) or are supported by the 
original partners. 
3.4.4 Impact and structure of the 
programme 
The French experience suggests that the majority of 
promoters saw the Leonardo da Vinci programme as 
an opportunity to develop and amplify an existing 
project. 
This comment was self evident in those national 
reports which only advanced projects for the first call 
for proposals. Nevertheless, certain basic 
observations inform us of the way in which the 
structure of the Leonardo da Vinci programme 
favours projects having an impact or not. 
Lven if respecting objectives constitutes a criterion 
for eligibility, a reading of the national reports makes 
apparent their coherence with the common 
framework of objectives. In the same way and more 
generally, they reflect the fundamental commitment 
to professional entry, new qualifications and 
employa bility. 
Two other aspects were also made evident: 
transnationality and the multiactor character of 
the partnerships. If the reports failed to underline the difficulty of 
transnationality for the management of the projects, 
they nevertheless always provided evidence of their 
richness. 
Thus the European dimension of the projects can be 
shown as follows : 
1. To achieve the goals of entry, employability, 
access, etc., the promoters and partners 
deliberately chose the transnationality route 
to try new approaches which facilitate the 
provision of responses to ongoing changes. 
2. The creation of the tools and reference 
material or joint modules for training is seen 
to be essential. Given the problems they often 
but not always encounter at national level, the 
response was fundamentally transnational. 
3. The European dimension is sought more as an 
enrichment at the centre of the projects than as 
just a question of joint construction. 
4. Finally, the European dimension is reaffirmed 
and further assisted through mobility by the 
exchanges and the ways in which the exchanges 
are facilitated. 
Another major achievement arises from the 
complementarity of the players who worked on 
these projects. The multiactor character of the 
partnerships encourage higher objectives for the 
projects. 
One thus sees new structures of partnerships 
emerging and by implication different institutions, 
training organisations, professional associations, 
local authorities or enterprises. In terms of impact 
these new forms are themselves a consequence of the 
operation of the programme. 
In this respect, the programme allows close 
collaboration between universities and 
enterprises; one side brings methodology and the 
other side knowledge and know-how. This benefits 
the enterprises in systematising the methodological 
approaches of universities as well as individuals 
from universities thus reducing the gap which far 
too often separates higher education and the world 
of work in certain Member States and participating 
countries. 
Furthermore, the projects are increasingly tending 
to open up new sectors of activity, which until 
now were less open to training actions. Thus one 
sees new professional profiles emerging in sectors 
of environment, health, restoration of heritage, 
safety, home-working, etc. all of which are in line 
with the orientations defined by the Commission on 
15 
the subject of local development and creation of 
new jobs. 
In general, growth in training actions in favour of 
new targeted groups, inaccessible to by vocational 
training actions, can be noted, such as ethnic 
minorities, people in disadvantaged areas and 
handicapped people. It is, however, regrettable that 
good quality proposals with equal opportunities are 
too limited in number. Moreover, it appears that the 
specific references to university-enterprise 
associations for training in the measures which can 
benefit from Community support have created some 
ambiguity with the "AUEF" supported by the old 
COM LIT programme. Nevertheless, the broad, 
open structure of the programme, which has space 
for all actors in the field of training, is without 
doubt a positive factor for both those offering as 
well as those demanding training. 
3.4.5 Impact and mobility 
A certain impact of the programme lies in the 
development of transnational mobility. European 
mobility is a concern for those young people in 
training, whatever the status, apprentice or 
school, youth workers, students and young 
graduates, to improve and keep their own 
employability so as to gain easier access to work 
and maintain employment stability. Experiments 
of new models linking work-and-training are 
particularly interesting. 
The integration of youth is thus improved by 
mobility, generating an increase of know-how in 
terms of competence, from a linguistic point of 
view, as well as from a point of view of 
professional experience. In particular mobility adds 
more in terms of personal experience and to the 
curriculum vitae. 
Enterprises gain from mobility through the 
flexibility of modular approaches and new forms of 
linked work-and-training which notably is aimed at 
an already qualified or well-qualified public. 
Two types of activity emerge : on the one hand, the 
construction and consolidation of networks, both 
resource and reception centres, directly responding 
to the objectives of promoting mobility and to entry 
of trainees in to working life. On the other hand, 
making available information tools and 
management aimed at apprentices, could act as a 
channel for professional entry. In this context, the innovative character of 
projects is largely due to partnership structures. 
Mobility projects show limited innovation when 
they are simply projects from previous 
programmes: this is the case of certain projects 
supported by recurrent structures (same issues, 
same partnership). On the other hand, where 
mobility is placed in a broader context to respond to 
specific problems, by setting up appropriate 
frameworks and associating social partners, it has a 
considerable potential impact. 
This impact is notably ensured when placement and 
exchange programmes are integrated in the 
conceptual framework for which the pilot project 
has been established. The programme of 
placements and exchanges therefore supports the 
pilot project. In operationalising the transnational 
character of the project, the pilot project can be 
integrated into a network. Moreover, foreign 
partners could benefit from national experiments. 
3.4.6 Impact, global approach and new 
training methods 
It is shown that the impact is all the more important 
if the project is able to develop real training 
strategies by the creation of a clear link between 
several elements: analysis of changes of knowledge 
and know-how, understanding of professions, 
linking jobs, tasks and know-how, establishment of 
a methodological framework aimed at the analysis 
of future training, thinking, forecast and prospective 
of future professions. The process of establishing 
the projects is increasingly the logical development 
of a global methodology of work which consists of 
defining the reference points of employment, 
analysis of posts, the definition of the know-how 
necessary for employees occupying these posts, 
analysis of the needs of firms in terms of 
knowledge, development of training material, use 
of new learning tools and methods of disseminating 
the results, all based on new technologies. 
The impact should be particularly noticeable during 
the development of a pilot project, a multiplier 
project, from surveys and analyses. 
The starting point of projects is generally an 
analysis of what currently exists in the field. 
Monographies or case-studies are developed for this 
purpose in the various participating countries, either 
by questionnaires which can lead to field studies of 
pre-selected enterprises. At this stage the needs in 
terms of new competences, implementation of new 
techniques and new tools or in terms of emerging 
16 
jobs and the corresponding training needs are 
identified for each partner. During this phase 
exchanges between partners on the various 
concepts used, as well as the methodology to be 
developed is rich and numerous. It is a question of 
capitalising the results of the analysis subsequently 
and establishing a common synthesis from the 
national conclusions. 
The impact of global approaches, concrete and 
targeted, depends on real strategies to provide a 
solution to a specific problem, if it concerns 
professional integration, access to training for SME 
employees or others. Pedagogical thinking, drafting 
of course material, creation of products (for 
example a CD-ROM) are all elements of a huge 
ingenuity of vocational training. 
3.4.7 Real and perceived impact 
The Leonardo da Vinci programme and more 
globally vocational training are subject to a 
discrepancy between the established ambitions and 
the achievements in the field. 
With this in mind, the broad perspective and the 
general aims of the programme have probably yet 
to be met. This has allowed a wealth of initiatives, 
but also their exposure. If the complexity and the 
diversity, among others, of the field of vocational 
training is taken into consideration, it is easy to 
understand that actual impact is not necessarily the 
perceived impact. 
It nevertheless appears, in the light of various 
reports, that co-operation which has been 
initiated and platforms which have been opened 
respond to changes which are underway and are 
promising. This is witnessed by the abundance ol 
initiatives in new qualifications, professional 
integration, linked work-and-training, access and 
employability whose convergence is now 
perceptible. 
Similarly, the dissemination of good practices al a 
European level, such as can be observed at the 
moment, leave a growing bank of experiments to be 
carried out and multiplied. Observation of these 
innovations is extremely important. 
Generally the analysis highlights that the impact of 
the projects from the Leonardo da Vinci 
programme depend on several factors : 
• the extent of openness of the project by its 
transnationality and its transversality; • the ability of projects to integrate various target 
groups (unqualified youths, workers in SMEs, 
etc.) to which they are addressed; 
• the extent of involvement of the social partners, 
especially, but not exclusively, at the level of 
implementation, carrying out and dissemination 
of the project; 
• the extent of involvement of partners 
contributing directly to the definition of training 
systems; 
• the relevance of the subject and the quality of 
the project; 
• the management quality of the project; 
• the dissemination strategy of the results and the 
commercialisation of products, such as 
distancing learning products or software 
support. 
At the time of the drafting this interim report and 
more specifically at the time of drafting the national 
and evaluation reports, the question of the 
relationship between innovation, impact and change 
was premature due to the fact that the majority of 
projects were at the beginning of their work. 
In addition, it is important to note a development in 
the programme in relation to the different calls for 
tender. Schematically one may note a tendency 
towards the reduction in the number of proposals 
profiting from better quality and better coherence of 
the programme. It is apparent that the projects 
submitted under the first call for tenders often 
repeated the logic of the earlier programmes. 
This factor is not abnormal as some continuity of the 
logic has to exist. The field of vocational training 
does not operate with sudden changes. However, we 
arc already able to notice that Leonardo da Vinci 
programme has strongly contributed to coherence 
in the field of vocational training. We have now 
gone beyond the stage of reinventing the wheel and 
this notably thanks to the structure of the programme 
which encourages actors to work together. In this 
sense, the obligation to co-operate constitutes a 
guarantee for investments and the possibility to do 
something other than the conventional. 
Finally, it should be noted that the impact of 
projects supported by the Leonardo da Vinci 
programme is also due to dissemination strategies 
taken forward by the project promoters. The interest 
raised by the programme and the methods and tools 
of training developed during its existence are sure 
to make an important contribution to the validation 
of results and this will directly benefit the 
development of vocational training in the 
17 
participating Slates. However, as the evaluation 
report indicates, dissemination of results is only just 
beginning and is still limited. In addition, although 
il is clearly indicated on the application form, 
projects which define a precise strategy and which 
reserve specific funds for dissemination, are rare. It 
is also probable that budget reductions have 
resulted in the project promoters investing less in 
this type of activity. 
To bridge this gap, working with all those involved 
in the programme, the Commission is currently 
paying particular attention to validation activities 
and the dissemination of results at European 
level. To this end an initial fair of products was 
held at the beginning of the Leonardo da Vinci 
programme which allowed those interested to find 
oui about the different results and outputs to come 
out ofthe former Community training programmes. 
Among other things, the external evaluation report 
has revealed lour areas for reflection which could 
contribute lo the improvement of dissemination 
strategies which could be taken forward by (he 
programme and project promoters. These are as 
Follows: 
1. The diffusion of examples of good practice. 
For this the identification of the most 
successful projects is recommended along with 
the preparation of good practice guides based 
on examples of project results. 
2. Networking projects. 
If the opportunity arises each project should be 
encouraged to participate in networks at 
European level which includes other national 
or Community activities and a mutual 
recognition of results obtained should also be 
encouraged. 
3. The importance of new information and 
communication technology. 
Up lo now very little use has been made of 
new information and communication 
technology cither in the management of 
projects or the overall dissemination of project 
results. In this area it would be useful to 
improve the current Internet site and include in 
it not only a database of information on 
projects from the different compendia or 
catalogues produced, but also to also to set up 
a real forum of discussion and exchange of 
information between projects. Also in this 
area, the development of the current system of seeking partners at Community level should be 
reinforced. 
4. Dissemination of products. 
A number of projects, and notably pilot 
projects, are developing products which could 
have applications outside the project 
partnership. It should be remembered that the 
first objective of the Leonardo da Vinci 
programme is to transfer vocational training 
products to European level and facilitate 
access to them with the aid of translations, for 
example. 
In this way it should be possible, as indicated in the 
external evaluation report to communicate widely 
the lessons which have come out of the range of 
projects under the Leonardo programme and to 
apply the results of projects beyond the duration of 
the project grant under the programme in certain 
cases. 
4. Links with former 
programmes and complementarity 
with other programmes and 
initiatives of the European 
Community 
The overall transition from the former training 
programmes Force, Comett, Eurotecnet and Petra to 
the new Leonardo da Vinci programme can be seen 
in two ways: 
Firstly, this transformation was marked by a desire 
lo secure a certain level of continuity between the 
broad objectives ofthe former programmes and the 
basic principles of the Leonardo da Vinci 
programme as indicated in Article 4, line 2 of the 
Council Decision. In this way the experiences 
acquired during the preceding programmes have 
been taken into account in so far as a number of 
partnerships continue to work together to develop 
new approaches, even if the nature of the 
organisation of the partnership changes. On this it 
should also be noted that this continuity has been 
facilitated by the setting up of transitional 
measures. 
Secondly, the conception of the new programme 
goes beyond the acquired experience of the old 
ones. The Leonardo da Vinci programme allows 
different themes and target groups to be brought 
together thanks to a number of important guidelines 
and particular actions. In this way it is able to lend 
18 
particular support lo the former programmes and 
the complementarity of training policies by 
associating different fields of activity, for example 
equal opportunities, regional and local 
development, social dialogue etc. 
The situation is a little different with regard to the 
links between the Leonardo da Vinci programme 
and the Socrates Programmes as well as with 
Community initiatives such as Adapt and 
Employment or the Fourth Framework Programme 
on Research and Technological Development. The 
Decision selling up the programme underlines the 
necessity of endeavouring to ensure coherence and 
operational complementarity between the present 
programme and the action programme in the 
domain of education as well as other programmes 
initiated by the Community. 
In order to ensure this complementarity, the 
Commission has undertaken several different 
measures. Before launching the first call for 
proposals, the relevant Commission services 
prepared a reference document which highlighted 
the different levels as well as the scale of 
complementarity. This document was presented to 
the committees ofthe different programmes and the 
Member States and the participating countries were 
informed of the procedures and timetables of the 
different programmes and initiatives. Furthermore 
Member Slates and participating countries were 
made aware of the necessity of setting up 
appropriate co-ordination structures. 
In this way, a number ofthe participating countries 
established procedures at national level, through 
their National Co-ordination Units, to verify 
possible links between projects submitted within 
the call for proposals for the Leonardo da Vinci 
programme and the other programmes and 
Community initiatives. The aim of this work was 
principally to avoid unnecessary overlaps between 
projects from different programmes and initiatives. 
It should also be noted that at national level a 
representative of the European Social Fund can 
have access, according to national procedures, to 
the national Leonardo da Vinci Committees and 
that a representative of the Leonardo da Vinci 
programme can participate at the monitoring 
committees of the European Social Fund. 
At Commission level this concertation is done via 
interservice consultation on the lists of pre-selected 
projects in the form of a cross examination. 
Furthermore, with regard to the European Structural 
Funds a DC. XX11 official with responsibility for 
the Leonardo da Vinci programme takes part in meetings ofthe services charged with implementing 
Adapt and Employment. The 4th Framwork 
Programme on Research and Technological 
Development and particularly the 2nd strand of the 
Final Socio-lxonomic Research Programme 
covering research on education and training makes 
a contribution lo current fundamental research in 
this field. 
Such support measures, for example a joint 
database, like the one currently used for the Lingua 
programme, will become all the more necessary as 
the multiplication of initiatives means that 
particular attention needs to be given to procedures 
and also to budgetary and accounting systems. 
To this end, it would be opportune for the 
Commission to strengthen its support for the 
National Co-ordination Units, for example, by 
making its central data banks available so that the 
principle of complementarity can be adhered to. 
I lowever, it seems evident that the real work en 
complementarity can only be carried out effectively 
at national level. 
It should also be possible to encourage a regrouping 
of projects submitted by different partnerships but 
which cover closely-related themes. 
The question of complementarity and the specific 
nature of intervention by each of those involved in 
Community programmes and initiatives is still 
open. In fact, the atmosphere of competition 
between Community programmes and initiatives is 
increased by an insufficient concertation at the level 
of guidelines and the content ofthe projects funded. 
The overriding preoccupation should be to find a 
level of complementarity which would mean that 
for each of those involved an intervention at their 
level of competence in proportion to the 
intervention ofthe other party. 
One of the inevitable conclusions is that of the 
necessity of precisely defining the objectives ofthe 
different Community programmes and initiatives 
and underlining their specific characteristics and 
differences as compared to each other. 
Generally, it would also be useful to develop 
reflections on the different methods of co-operation 
between the different Community programmes and 
initiatives. An example of this is the joint call for 
proposals in the area of multi media education 
implemented in 1997 by the Multimedia Task Force 
and implicating 6 Community programmes. This 
19 
joint call attracted 837 proposals of which 371 had 
a Leonardo da Vinci element. 
Another area worth reflecting upon is whether the 
Leonardo da Vinci programme, which was 
designed as a "European laboratory ol' innovation", 
should be specially reserved for developing new 
and innovative approaches in the domain of 
vocational training which would support other 
programmes and initiatives. It would then be 
possible to imagine common approaches to 
diffusion, dissemination and animation of projects 
in order to improve the impact of the programmes 
by working together. 
Overall, in view of these remarks the Leonardo da 
Vinci programme could be envisaged as an 
articulation between the knowledge ofthe world of 
science and the diffusion of innovative products 
available to support socio-economic actions within 
the European Union. 
D. Conclusions 
At the time of writing of the national reports and 
the external evaluation report, that is after nearly 
two years duration of the Leonardo da Vinci 
programme, several conclusions are apparent. 
In the first place it should be noted that all the 
management structures of the programme both at 
Community ana at national level are actively 
contributing to the development of the programme 
and to the accessability of target groups 
Secondly, through its two first calls for proposals, 
the Leonardo da Vinci programme has been highly 
successful. This is evident in the financing of a total 
of 1542 pilot projects, placement and exchange 
projects, surveys and analyses, as well as in the 
wide distribution ofthe beneficiaries 
In third place, the impact ofthe programme is clear. 
Î1 has become the Community programme in 
vocational training and is widely accepted, even 
though the participation of some likely groups 
(SMEs, etc.) needs improving. From the first results 
of the programme, a real capacity of European 
expertise in vocational training is on the way to 
effective consolidation. In this area the programme 
has begun to function as a "European laboratory of 
innovation". A number of linked innovative 
projects arc working on new products and also on 
the implementation of a complete training process 
going form the analysis of needs to the evaluation of the return on investment in the actions 
implemented. 
Fourthly, it can also be concluded that through its 
diverse projects, the Leonardo da Vinci programme 
actively contributes to validating the image of 
vocational training in Europe. The programme has 
generated a place for vocational training in its own 
right consolidating the increasingly necessary parity 
between general education and vocational training 
on the one hand and apprenticeships and 
professional specialism on the other. The strong 
emphasis placed on mobility is closely linked to 
this tendency and this goes hand-in-hand with the 
intensification of linguistic knowledge. Through co­
operation within transnational networks and the 
implementation of innovative projects, the 
programme contributes to a process of adaptation to 
industrial change by developing new models and 
practices which are directed to new fields of 
activity generally on new technological tools. 
Fifthly, it is worth mentioning that one of the 
strengths of the programme is its great diversity. 
This is demonstrated not only in the structure ofthe 
programme through its diverse objectives but also 
in its products, the nature of the promoters and 
partners as well its target groups. 
However, this diversity corresponds to the 
programme's complexity and as such is 
demonstrated by the high number of objectives and 
measures and priorities. In addition to this, and 
necessarily linked to the rapid launch of the 
Leonardo da Vinci programme in January 1995 
following the Decision of December 1994, 
timetable constraints have reinforced the difficulties 
inherent in setting up such an ambitious 
programme. 
Among other things the existence of a double 
procedure of evaluation and preselection at the 
level of the Commission and the Member States 
has, given the complexity of the programme, 
created difficulties which could benefit from careful 
examination with a view to improving the 
transparency ofthe procedures. 
It should be added that as well as management, 
contract and control procedures, in a certain number 
of cases there have been delays at different levels 
which have been prejudicial to the smooth running 
of projects. 
More generally the absence of common databases 
related to proposals between the Commission, the 
20 
Member States and participating countries, the use 
by the former of difièrent selection criteria, that (act 
that (for Strand I) the national priorities can differ 
among themselves and not necessarily correspond 
to the priorities defined by the Commission 
following the opinions ofthe Committee, have led 
to, here and there, some malfunctioning of which 
the national reports and the external evaluation 
report are broadly agreed on. 
Finally, the budget strategy followed has led to a 
decrease in the level of grants awarded (as 
compared with the amount requested) to promoters 
in favour of an increase in the number of projects. 
The obligation to reformulate the projects has 
incurred difficulties and further delays. 
It should not be forgotten that for a certain number 
of potential promoters not very familiar with the 
previous programmes, the call for proposals and 
selection procedures have been a handicap. 
These difficulties have been accentuated by the fact 
thai the programme had to begin in parallel with the 
management of transitional measures and the 
passage from the former programmes towards the 
new Leonardo da Vinci Programme. 
Among other things, the external evaluation report 
quoted several weaknesses which should be 
remedied in order to stimulate innovation: circumstances, there was perhaps a tendency 
to select those projects which seemed to offer 
the greatest chance of success in terms of 
management rather than those based on the 
most stimulating concept. 
It should, however, be noted on this subject that the 
lessons which could be drawn from experiences 
during the first two calls for proposals, as well as 
the national reports and the external evaluation 
report, could only contribute to the improvement 
and enrichment of the management procedures 
necessary for the efficient running of the 
programme. These considerations should be taken 
into account in the definition ofthe follow up to the 
present programme. The external evaluation report 
offers a certain number of openings for further 
reflection which should be rapidly examined in this 
perspective. It is clear that a programme of such a 
scope should be implemented in such a way as to 
strive towards constant improvement in its 
procedures and management systems which 
contribute to the all those involved in the 
programme. 
The Leonardo da Vinci programme, as very 
precisely indicated by the title of the Council 
Decision of December 1994, should be the 
instrument for the implementation of a vocational 
training policy for the European Community. 
The different National Co-ordination Units 
defined different national priorities and 
applied different selection criteria. 
The final selection remains strongly influenced 
by national considerations as to the number of 
projects in each country and the breakdown of 
resources between countries. Consequently, 
the number of projects has increased and the 
budgets of individual projects have been 
reduced. 
The experts involved in the selection process 
have underlined that an evaluation undertaken 
on a project by project basis does not enable 
the respective merits of similar projects to be 
judged. 
The time which elapses between the reception 
of proposals and the announcement of 
successful projects seems to have been too 
long in the context of a four year programme 
ol" which the projects last on average 2 or 3 
years. 
The administrative aspects of proposals were 
relatively heavy and the evaluations relied 
entirely on written proposals. In these 
21 

ISSN 0254-1475 
COM(97) 399 final 
DOCUMENTS 
EN 16 15 01 
Catalogue number : CB-CO-97-399-EN-C 
ISBN 92-78-23293-9 
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