Interim report on the implementation of the Programme Leonardo da Vinci
Date: 1997-07-23
Institutions: European Commission
Subjects: EU programme, employment policy, project evaluation, report, vocational training

COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels,  23.07.1997 
COM(97) 399 final 

Interim Report 

on the Implementation of the Programme 

Leonardo da Vinci 

(Presented by the Commission) 

1! 

S s 

1. 

2. 

2.1 
2.2 

2.3 

3. 

3.1 

3.2 
3.3 
3.4 

TABLE OF CONTENT 

INTROD UCTION 

TRENDS AND DEVELOPMENTS REGARDING  VOCATIONAL 
TRAINING SYSTEMS 

MAIN TRENDS 
SPECIFIC TRENDS 
2.2.1 
2.2.2 
2.2.3 
2.2.4 
CONCLUSIONS 

Trends regarding systems of initial vocational training 
Trends regarding systems of continuing vocational training 
Trends concerning the links between school-training-employment 
Trends regarding disadvantaged target-groups 

IMPLEMENTATION  AND IMPACT OF THE LEONARDO DA VINCI 
PROGRAMME 

DESCRIPTION OF  THE STRUCTURES AND  THE IMPLEMENTATION 
PROCESS OF THE LEONARDO DA VINCI PROGRAMME 
3.1.1 

3.1.2 

The process at Community level 
3.1.1.1  Organisation of European structures 
3.1.1.2  Activities of the European structures 
The process at the level of participating countries 
3.1.2.1  Organisation of national structures 
3.1.2.2  Activities of national structures 

BUDGETARY  DATA 
FIRST RESULTS OF THE LEONARDO DA VINCI PROGRAMME 
IMPACT OF THE LEONARDO DA VINCI PROGRAMME 
3.4.1 
3.4.2 
3.4.3 
3.4.4 
3.4.5 
3.4.6 
3.4.7 

Impact and the evolution of systems 
Impact and innovation 
Impact on systems and impact on practices 
Impact and the structure of the programme 
Impact and mobility 
Impact, global approach and new training methods 
Real and the perceived impact 

4. 

LINKS WITH FORMER PROGRAMMES AND COMPLEMENTARITY 
WITH OTHER PROGRAMMES AND INITIATIVES OF THE EUROPEAN 
COMMUNITY 

5. 

CONCLUSIONS 

3 

3 

3 
3 

3 
5 
6 
7 

8 

9 

9 
9 
9 
10 
10 
10 
11 
11 
11 
13 
14 
14 

14 
15 
16 

16 

17 

18 

20 

I. 

Introduction 

for 

liy  its Decision  of 6.12.1994, the Council  established 
the  Leonardo  da  Vinci  programme 
the 
training  policy  at 
development  of  a  vocational 
Community 
level  (1995-1999).  This  programme 
followed  on  from  the  former  programmes  -  Petra 
(social  and  professional  insertion  of  young  people), 
training),  Comett  (University-
Force  (continuing 
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". 

Trends and  developments 

2. 
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. 

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 
is  towards  the 
and  Liechtenstein;  or  the  trend 
strengthening 
often 
existing 
of 
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. 

provisions, 

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, 
the 
individualisation of vocational training. 

decentralisation 

and 

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). 

2.1 

Main trends 

2.2 

Specific trends 

Vocational  training  systems  of  Member  States  and 
participating  countries  are  rather  complex  and 
diverse. However, they all face similar challenges. 

it 

is  quite  clear 

for 
Thus, 
employment  and  employability  is becoming  more 
and  more  pronounced 
training 
policies.  This  overwhelming  trend  takes  different 

in  vocational 

the  concern 

that 

2.2.1.  Trends  regarding  systems  of  initial 

vocational training 

The report from  Germany  identifies  the main  current 
issues  regarding 
these  are:  an 
initial 
to 
insufficient  number  of 
introduce  some  differentiation  into  the  system  so  as 
to  take  into  account  all  levels  of  personal  capacity, 

training, 
traineeships,  a  need 

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 
(including 
its  various 
apprenticeship)  is  to  be  found  at  all  levels  of  initial 
vocational training, including at University level. 

forms 

to 

is  being  given 

In  parallel,  it  is  of  some  note  that  specialisation  too 
early,  is  being  rejected.  As  is  underlined  in the  case 
of  Greece,  preference 
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 
for 
than  for 
transversal  skills 
particular  professions.  Similarly, Italy underlines the 
its  initial 
fact  that  new  developments  affecting 
vocational 
towards 
training  system  are  geared 
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  preparation 

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 
technician  and  junior 
route 
management  levels,  which  combine  apprenticeships 
traditions  with  modern  qualifications  and  learning 
methods. 

to  skills  at  craft, 

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 
is 
nevertheless obvious. 

to  set  up  bridges 

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. 

intention 

to  bring  about  a 

Ireland's 
radical 
transformation  of  its  system  of  vocational  training 
should  be  mentioned.  The  new  model,  based  on 
modules,  became  operational  for  all  handicraft 
professions 
It  is  based  on  common 
standards  with  seven  phases  of  alternating  training 
on- and  off-the-job. 

in  1995. 

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 
than  135  professional 
profiles. 

together  more 

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 
importance  of  widely 
the 
available  access  to  initial  training  measures  and  the 
necessity  of  individualising  training  paths  for  young 

for 

young 

training 

people - an approach that has resulted  in programmes 
such  as  "Education for  all"  and  "Programme  for 
individualised 
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 
states  and 
participating countries. 

in  most  Member 

forms 

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 
continuing vocational training 

systems 

of 

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. 

identified 

trends  can  be 

Three 
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 

in 

large  margin 

for  manoeuvre 

have  a 
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 
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  planning  and 

responsible 

for 

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. 

and 

broadening, 

a  professionalisation 

A 
a 
diversification  in the  supply  of training  - both  at  the 
level of the actors and  at the level  of supply  can  also 
towards 
is  also 
be  noted.  There 
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. 

trend 

a 

real 

Training  supply  is  obviously  broadening  and 
diversifying.  Public  organisations  are  increasingly 
Luxembourg 
training  suppliers. 
becoming 
maintains  that,  all  things  considered,  it  is  the  State, 
with  all 
to  ministerial 
institutions  attached 
departments,  which  should  be  the  most  important 
supplier of training measures. 

its 

Thus,  in  quite  a  number  of  participating  countries 
Governments  have  set  up  Agencies  for  supporting 
themselves, 
vocational 
training suppliers. 

so  becoming, 

training, 

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 
pall) ways 

towards  vocational 

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. 

in 

reforming 

H  should  also  be  noted  that  some countries  are  in the 
process  of  radically 
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 
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, 
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 
greater 
efficiency  and  individualised  flexible  solutions  of  a 
high  qualitative  level  -  a  move  that  should  benefit 
mainly  SMI vs. 

regulating  vocational 

vocational 

towards 

training 

finally, 

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 
between 
are  based  on  partnerships 
systems 
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 
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). 

is  to  enable  young  people 

to  acquire 

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. 

i.e. 

route 

broad 

national 

vocational 

vocational 

framework 

types  of  qualifications, 

the  Netherlands  an  experimental 

is 
In 
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, 
of 
qualifications  provides  effective  and  flexible  routes 
from  general  education  to  occupational  standards. 
academic 
'Three 
GCSEs/GCEs, 
qualifications 
(General  National  Vocational  Qualifications)  and 
occupationally-based 
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 
overall 
"lifelong 
broadening  of  offers  for  training.  The  exploration  of 
of 
additional  modalities 
for 
traditional 
qualifications 
compared  with  more 
certificates 
such 
developments. 

help  provide 

recognition 

diplomas 

learning" 

reflects 

also 

the 

an 

or 

of 

renewal 

dialogue 

A 
between 
the 
education/training  institutions  and  enterprises  is 
also  discernible.  Closer  co-operation 
in  the  fields 
covering  the  implementation  of  linked  work  and 
training 
vocational 
placements  and  exchanges  are developing,  especially 
at  higher  education 
is  also 
developing  with  enterprises which are the actors who 
most  frequently  seek  a  role  for  training  with  a  view 

level.  Co-operation 

transnational 

schemes, 

integrating 

to 
professional  experience. 

education 

qualifications  with 

life-long 

In  the  perspective  of 
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 
local  authorities,  enterprises  and  other 
involve 
in  the  world  of  work  have  been 
organisations 
developed. 

to  diplomas, 

This  move  results  in  the  search  for  new  alternative 
identify  bridges 
approaches 
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. 

to 

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. 

involved 

increasingly 

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 
in  vocational 
becoming 
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 

dis-

advantaged  target  groups 

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. 

the 

entry, 

(especially 

improvement 

Professional 
of 
employability and  (he stabilisation  of  employment 
are  major  concerns. One  has to  go  beyond  the  short-
term  objectives  of  qualification 
for 
continuing  vocational  training,  for  adapting  the  job 
place)  towards  a broader  adaptation  of  individuals  to 
evolving 
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. 

production 

systems 

of 

The  objective  is  to  give  those  in  charge  of  training 
the  reference  points  to  enable  them  to  orientate  their 
own training programmes and  pathways. 

implementation  of 

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 
(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 
these 
qualifications  is  independent  of  the  training  process 
itself. 

the  WEB 

fcr 

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-
the 
grant 
Netherlands 
(O  &  ()  fondsen  -----  Training  and 
Development  Funds,  which  are  funds  earmarked  for 
the  financing  of  training  measures) 
systems. 

some  professional 

sectors)  or 

as  similar 

in 

The  participation  of  enterprises,  and,  moreover,  of 
professional  organisations 
the  definition  of 
objectives  and  contents  of  training  remain  a  central 
issue 
in  many  Member  States  and  participating 
countries. 

in 

in  Nordic  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 
through  Denmark's 
experience,  but  it  remains  specific,  while  in  other 
countries 
individual 
it  takes  other  forms  within 
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. 

the 

that 

Regarding  the  first  set  of  convergences,  one  should 
its 
issue  of  pedagogy 
note 
improvement)  is  a  concern  common  to  the  different 
systems.  'The  development  of  modular  approaches 
training 
and 

the  establishment  of 

individualised 

(and  of 

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. 

in 

the 

transition 

this  context, 

Equally 
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 
the 
Government  through  a network  of public  and  private 
organisations. 
comprehensive 
information  and  guidance  at  a  local  level,  geared  to 
individual  needs. 

provide 

They 

to 

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. 

Italy, 

the  agreement  signed  between 

the 
In 
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. 

for 

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  continuing 
training.  From 
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. 

training  and 
reports  of 

initial 
the 

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 
training 
provider  for  groups  at  risk.  It  seems,  however,  that 
is  tending  to 
the  relevance  of  public  authorities 
diminish:  this  may  result  from  régionalisation  of 
vocational  training and from the growing  implication 
of  the  social  partners  in  the  entire  decision-making 
process. 

the  main 

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 
training 
systems  to  position  themselves  each  vis-à-vis  other 
systems  as  well  as  vis-à-vis  the  main  developments 
which are taking place. 

for  enabling 

tools 

Implementation  and  impact  ci: 

3. 
the  Leonardo  da Vinci  programme 

3.1 

of 

Description 
the  structures 
of 
implementation 
Leonardo  da  Vinci  programme 

process 

and-
the 

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 
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). 

the  Confidence  Pact 

(1994),  of 

'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 
the  programme  are  equality  of 
dimensions  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 
programme,  for  ensuring  the  management  and  co 
ordination  of  the  processes  relating  to  the  calls  for 

the  main  policy  directions  of 

proposais  and,  for  final  selection  of  the  proposals 
which  merit financial support. 

monitoring  structures:  National  Co-ordination  Units 
(NCUs). 

tasks, 

these  different 

the  execution  of 

In 
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 

the  Commission  ensures 

Within  the  framework  of its responsibilities, and  with 
the  support  of  its  Leonardo  da  Vinci  Technical 
Assistance  Office, 
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 
funded 
projects  and  disseminating  their  outcomes.  As  a 
result,  there  is  a  permanent  link  with  the  National 
Co-ordination  Units. 

the 

these 

In  practice,  and  by  producing  analyses  and 
information  documents  on  the  various  invitations  for 
proposals, 
helping 
activities 
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. 

comprise 

its 

Furthermore, 
'Technical 
the  Commission  and 
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 
participating  countries 

at 

the 

level 

of 

Tor  their  part  Member  States  and  participating 
countries  have  set  up  information,  animation  and 

10 

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; 
the 
thematic,  sectoral,  national  or 
development  of 
transnational  networks. 

they  help 

of 

and 

and 

the  organisation 

The  nature 
these 
interventions  vary  according  to  the  participating 
country.  In some of them, such  as Ireland,  Denmark 
the  Socrates 
and  Sweden,  NCUs  also  manage 
programmes 
initiatives 
Employment  and  Adapt.  The  NCUs  of  some  other 
countries  are  linked  to  institutions,  generally  at 
national 
programme 
and  manage 
autonomously  -  as  in  Germany.  Some  participating 
countries  have  set  up  several  NCUs,  the  terms  of 
reference  of  which  are  distributed  according  to  the 

the  Community 

level, 

the 

various target  groups or to the programme  measures -
as in  France,  in Luxembourg,  or in  Germany. 

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 

Pilot  projects 
Strand  1 
Strand  II 
Strand  HI 

Placement  &  exchange 
programmes 
Strand  I 
Strand  II 
Strand  HI 

Others 

HI.2.a 
HI.2.b 
Strand  IV 
Totai (MECU) 

| 

| 

1995 
75^2 
27,2 
3 8^ 
9^5 
45,7 

28,6 
17 
0,1 
1 8^ 
6^9 
0 
Ufi 
139,5 

I 

1996 
84 
33,6 
43,9 
6,5 
51,4 

29,4 
22 
0,03 
19 
6,2 
1,3 
9 
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 
the 
Commission  in co-operation  with  the  Member  States 
have  ensured  the  financing  of  1542  projects  for  a 
total amount of 201.8 MECU. 

implemented 

procedures 

by 

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 
implementation.  Moreover,  NCUs 
contribute  to  operationalising  the  thematic,  national 
or transnational  aspects of the programme. 

its 

responsible 

for 
exchange 

furthermore 
of 

NCUs 
are 
the 
and 
transnational 
management 
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 
the  Leonardo  da  Vinci 
programme  would  be  620  M ECU  for  the  period 
1995-99. 

implementation  of 

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. 

that 
to 

One  should  note 
there  are  maximum  and 
minimum 
limits 
the  budgetary  distribution 
the  different  measures  of  the  different 
between 
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 

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 
II 
"improvement  in  actions  of  vocational  training", 
in 
particularly  measures 
and  II.l.l.c  "Transfer  of 
vocational 
technological 
conclusions 
innovations".  Similar 
apply  for  transnational  exchange  and  placement 
programmes of Strand II. 

"innovation 

(including 

training" 

II. 1.1 a 

SMEs) 

Strand 

is 

Through  its  placement  and  exchange  programmes, 
the  Leonardo  da  Vinci  programme  has  also 
contributed  substantially  to the European  mobility  of 
various target groups. 

Tabled 
Results  of  the  first  two  calls  for  proposals  (1995 
and  1996) 

Number  ofProjects 
selected 

procedure  1 
procedure  II 
Pilot  Projects 
Placement  and 
Exchange 
Programmes  (Strands 
11 and  III) 
Surveys  and  Analyses 
Number  of  Partners 

procedure  1 
procedure  11 

1 

1995 
749 

I 

1996 
793 

" 

319 
430 
581 

121 

47 

" 

" 

13212  " 
2210 
11002  " 

299 
494 
582 

170 

41 
10267 
2131 
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. 

the  consolidation  and 

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 
improvement  of 
systems,  arrangements  and  practices  of  vocational 
training  however,  there  is  a  need  for  the  1542 
to  undergo  a 
projects  which  have  been  funded 
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 
training 
and  measures  by  means  of  developing 
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 

12 

Tabic 3 
Number  of  programmes  and  bénéficia ries  of 
placements  and  exchanges  foreseen  in  1995  and 
1996 

Number  of 
programmes 
1995  I  1996 

Number  of 
beneficiaries 
Ï995  I  1996 

, 

» 

i 

» 

i 

I.1.2.a  - Placements for young people  undergoing 
initial  vocational  training 
short-term  placements 
|  604 

| 
l.l.2.a  - Placements  for young people  undergoing 
initial vocational  training 
long-term  placements 
96 
, 
t l . 2 .b  - Placements  for young workers 
|  293 

|  1009 
' 
|  5333 

|  9943 

1  4704 

|  982 

|  10063 

* 

* 

* 

| 

| 

| 

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 

| 

|  146 
| 
H.1.2.C - Exchanges of people  in charge of training 
i 

|  121 

l  231 

11 

11 

47 

j2 

n 

j 

* 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. 

an 

concerning 

"Exchange 

The  Council  Decision  of 6  December  1994 makes it 
possible  for  the  Commission  to  propose  a  work 
programme 
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. 

foresees 

this  programme 

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 
the 
liaison  officers, 
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 
training 
vocational 
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. 

1,225  vocational 

training. 

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. 

for 

laboratory 

innovation", 

Another  element  should  be  underlined:  as  a 
"European 
the 
programme  intends  supporting  actions  aiming  at 
and 
improving 
arrangements  or  vocational 
in 
Member  States.  Obviously,  such  an  impact  requires 
some time to materialise. 

training  actors 

vocational 

systems 

training 

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 
the 
difficulties  encountered  when 
projects than the impact of the programme. 
This  being  said,  it  is  possible  to  identify  some  key 
elements regarding the impact of the programme. 

implementing 

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 
identified  at  the 
relation 
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. 

to  the  general 

trends 

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 
linked  work-and-training, 
apprenticeship  and 
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 
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. 

to 

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 
the 
targeted 
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. 

groups.  Nowadays 

specific 

to 

The  Leonardo  da  Vinci  programme  provided 
in  the 
evidence  of  the  specificity  of  innovation 
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 
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. 

is  a 

there 

that 

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 

countries, 

Luxembourg 

Certain 
and 
like 
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 
to  analyse  the  conditions  for 
often  undertaken 
effective 
the  previous  pilot 
projects. 

implementation  of 

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 
programme 

the 

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. 

proposals.  Nevertheless, 

This  comment  was  self  evident  in  those  national 
reports which only advanced  projects for the first call 
for 
basic 
observations  inform  us  of  the  way  in  which  the 
structure  of  the  Leonardo  da  Vinci  programme 
favours projects having an impact or not. 

certain 

their 

Lven  if  respecting  objectives  constitutes  a  criterion 
for eligibility, a reading of the national reports makes 
common 
coherence  with 
apparent 
framework  of objectives.  In the  same  way  and  more 
generally,  they  reflect  the  fundamental  commitment 
to  professional  entry,  new  qualifications  and 
employa bility. 

the 

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. 
Finally,  the  European  dimension  is  reaffirmed 
and  further  assisted  through  mobility  by  the 
exchanges and the ways in which the exchanges 
are  facilitated. 

4. 

arises 

Another  major  achievement 
the 
complementarity  of  the  players  who  worked  on 
these  projects.  The  multiactor  character  of  the 
partnerships  encourage  higher  objectives  for  the 
projects. 

from 

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. 

universities 

this  respect, 

the  programme  allows  close 
In 
collaboration 
and 
between 
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 
university-enterprise 
to 
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. 

references 

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. 

is  thus  improved  by 
The  integration  of  youth 
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. 

from  mobility 

the 
Enterprises  gain 
flexibility  of  modular  approaches  and  new  forms  of 
linked  work-and-training  which  notably  is aimed  at 
an already  qualified  or well-qualified  public. 

through 

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 
and 
management  aimed  at  apprentices,  could  act  as  a 
channel  for  professional  entry. 

information 

available 

tools 

are 

the 

from 

simply 

projects 

this  context, 

In 
innovative  character  of 
projects  is largely  due  to  partnership  structures. 
Mobility  projects  show  limited  innovation  when 
they 
previous 
programmes:  this  is  the  case  of  certain  projects 
issues, 
supported  by  recurrent  structures  (same 
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. 

in 

been 

integrated 

established.  The 

This  impact  is notably  ensured  when  placement  and 
the 
exchange  programmes  are 
conceptual  framework  for  which  the  pilot  project 
has 
of 
placements  and  exchanges  therefore  supports  the 
pilot  project.  In  operationalising  the  transnational 
character  of  the  project,  the  pilot  project  can  be 
integrated 
foreign 
partners could  benefit  from  national  experiments. 

into  a  network.  Moreover, 

programme 

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 
terms  of 
knowledge,  development  of  training  material,  use 
of new  learning tools and  methods  of  disseminating 
the results, all based  on new technologies. 

the  needs  of 

firms 

in 

The  impact  should  be particularly  noticeable  during 
the  development  of  a  pilot  project,  a  multiplier 
project,  from  surveys and  analyses. 

is  generally  an 
The  starting  point  of  projects 
in  the  field. 
analysis  of  what  currently  exists 
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 

the  corresponding 
for  each  partner.  During 

training  needs  are 
jobs  and 
this  phase 
identified 
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. 

to  a  specific  problem, 

The  impact  of  global  approaches,  concrete  and 
targeted,  depends  on  real  strategies  to  provide  a 
solution 
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 
to  a 
globally  vocational 
discrepancy  between  the  established  ambitions  and 
the achievements  in the  field. 

training  are  subject 

• 

• 

• 

• 

• 
• 

of 

extent 

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 
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 
as 
distancing 
software 
support. 

learning  products  or 

involvement 

products, 

such 

of 

of 

At  the  time  of  the  drafting  this  interim  report  and 
more specifically  at the time of drafting  the  national 
and  evaluation 
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. 

the  question  of 

reports, 

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. 

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. 

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 
professional 
in  new  qualifications, 
integration,  linked  work-and-training,  access  and 
now 
employability  whose 
perceptible. 

convergence 

is 

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 
the  Leonardo  da  Vinci 
from 
programme  depend  on several  factors  : 

• 

the  extent  of  openness  of  the  project  by  its 
transnationality  and  its transversality; 

17 

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 
the 
of 
the 
development 

this  will  directly  benefit 
in 

of  vocational 

results  and 

training 

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 
reductions  have 
that  budget 
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. 

the 

this 

identification  of 

the  most 
For 
successful  projects  is recommended  along  with 
the  preparation  of  good  practice  guides  based 
on  examples  of project  results. 

2.  Networking  projects. 

to  participate 

If the  opportunity  arises  each  project  should  be 
encouraged 
in  networks  at 
European  level  which  includes  other  national 
or  Community 
a  mutual 
recognition  of  results  obtained  should  also  be 
encouraged. 

activities  and 

3.  The 

in 

information  and 

importance  of  new 
communication  technology. 
Up  lo  now  very  little  use  has  been  made  of 
communication 
information 
new 
and 
technology  cither 
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 
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 

from 

seeking partners at Community  level  should  be 
reinforced. 

4.  Dissemination  of products. 

the 

outside 

applications 

A  number  of  projects,  and  notably  pilot 
projects,  are  developing  products  which  could 
have 
project 
partnership.  It  should  be  remembered  that  the 
the  Leonardo  da  Vinci 
first  objective  of 
programme  is  to  transfer  vocational  training 
products 
facilitate 
access  to  them  with  the  aid  of translations,  for 
example. 

to  European 

level  and 

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. 

Links with  former 

4. 
programmes  and  complementarity 
with  other  programmes  and 
initiatives  of  the  European 
Community 

The  overall  transition  from 
training 
programmes  Force, Comett,  Eurotecnet  and  Petra to 
the  new  Leonardo  da  Vinci  programme  can  be  seen 
in two ways: 

the  former 

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 
the 
organisation  of  the  partnership  changes.  On  this  it 
should  also  be  noted  that  this  continuity  has  been 
facilitated  by 
transitional 
measures. 

setting  up  of 

the  nature  of 

the 

if 

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 

and 

regional 

particular  support  lo  the  former  programmes  and 
the  complementarity  of 
training  policies  by 
associating  different  fields  of  activity,  for  example 
equal 
local 
opportunities, 
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 
and 
Community 
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 
domain  of  education  as  well  as  other  programmes 
initiated  by the  Community. 

the  action  programme 

as  Adapt 

initiatives 

such 

in 

the 

several 

the  first  call 

relevant  Commission 

this  complementarity, 

the 
In  order 
to  ensure 
different 
Commission  has  undertaken 
for 
launching 
measures.  Before 
proposals, 
services 
prepared  a  reference  document  which  highlighted 
the  different 
the  scale  of 
levels  as  well  as 
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. 

the  other  programmes 

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 
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 
form  of  a  cross  examination. 
projects 
Furthermore,  with  regard  to the  European  Structural 
Funds  a  DC.  XX11  official  with  responsibility  for 
the  Leonardo  da  Vinci  programme  takes  part  in 

the 

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 
Programme 
Final 
covering  research  on  education  and  training  makes 
a  contribution  lo  current  fundamental  research  in 
this  field. 

Socio-lxonomic  Research 

for  example  a 

Such  support  measures, 
joint 
database,  like  the  one  currently  used  for  the  Lingua 
programme,  will  become  all  the  more  necessary  as 
that 
the  multiplication  of 
particular  attention  needs  to  be  given  to  procedures 
and  also to budgetary  and  accounting  systems. 

initiatives  means 

for 
for 

this  end, 

to  strengthen 

it  would  be  opportune 
its  support 

the 
To 
Commission 
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. 

In  fact, 

initiatives 

The  question  of  complementarity  and  the  specific 
nature  of  intervention  by  each  of  those  involved  in 
Community  programmes  and 
is  still 
the  atmosphere  of  competition 
open. 
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 
the 
intervention  ofthe  other  party. 

in  proportion 

to 

One  of  the  inevitable  conclusions  is  that  of  the 
necessity  of  precisely  defining  the  objectives  ofthe 
initiatives 
different  Community  programmes  and 
and  underlining  their  specific  characteristics  and 
differences  as compared  to each  other. 

to  develop 
it  would  also  be  useful 
Generally, 
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. 

the 
of 
implemented. 

return  on 

investment 

in 

the  actions 

innovative  approaches 

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 
the  domain  of 
in 
training  which  would  support  other 
vocational 
then  be 
programmes  and 
possible 
to 
diffusion,  dissemination  and  animation  of  projects 
in  order  to  improve  the  impact  of  the  programmes 
by working  together. 

initiatives.  It  would 
imagine  common  approaches 

to 

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 

the  Community  programme 

In third  place, the  impact  ofthe  programme  is clear. 
Î1  has  become 
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 
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 

linked 

the  one  hand 

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 
and 
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 
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. 

apprenticeships 

innovative 

projects, 

of 

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. 

as 

to 
such 

corresponds 
and 

this  diversity 
complexity 

the 
However, 
programme's 
is 
demonstrated  by the  high  number  of  objectives  and 
measures  and  priorities.  In  addition  to  this,  and 
the 
necessarily 
Leonardo  da  Vinci  programme  in  January  1995 
following 
the  Decision  of  December  1994, 
timetable constraints  have  reinforced  the  difficulties 
ambitious 
in 
inherent 
programme. 

to  the  rapid 

setting  up 

launch  of 

linked 

such 

an 

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  programme, 
created  difficulties  which  could  benefit  from  careful 
the 
examination  with  a  view 
transparency  ofthe  procedures. 

the  complexity  of 

improving 

to 

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 
the  Commission 
to 
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. 

the  priorities  defined  by 

in 

the 

level  of  grants  awarded 

Finally,  the  budget  strategy  followed  has  led  to  a 
decrease 
(as 
compared  with  the  amount  requested)  to  promoters 
in  favour  of  an  increase  in  the  number  of  projects. 
The  obligation 
the  projects  has 
incurred  difficulties  and  further  delays. 

to  reformulate 

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 
the 
management  of 
passage  from  the  former  programmes  towards  the 
new  Leonardo da  Vinci  Programme. 

transitional  measures  and 

Among  other  things,  the  external  evaluation  report 
quoted 
should  be 
remedied  in order to stimulate  innovation: 

several  weaknesses  which 

different 

national  priorities 

The  different  National  Co-ordination  Units 
defined 
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 
the  announcement  of 
of  proposals  and 
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 
these 
entirely  on  written  proposals. 

In 

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. 

for 

running  of 

the  efficient 

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 
the 
necessary 
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 
its 
strive 
systems  which 
procedures 
contribute 
the 
programme. 

constant 
and  management 
those 

improvement 

involved 

towards 

the  all 

in 

to 

in 

The  Leonardo  da  Vinci  programme,  as  very 
indicated  by  the  title  of  the  Council 
precisely 
Decision  of  December  1994,  should  be 
the 
instrument  for  the  implementation  of  a  vocational 
training policy  for the  European  Community. 

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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