Publications

‘Policy learning – considered as the ability of governments and other stakeholders, to inform policy development by drawing lessons from available evidence, experience and their own past – can lead to sustainable development policies in partner countries’, this is the main assumption of the ETF Yearbook 2008. The first part draws lessons from an unprecedented and systematic approach to putting policy learning into action, covering countries in transition and countries and regions with different contexts and governance systems (such as Morocco, Turkey, Kyrgyzstan and the Western Balkans) and focusing in particular on vocational education and training.

The ETF Work Programme sets out the ETF's activities for the year.

This report aims at assessing the system of vocational education and training (TVET) in Jordan. It...

Croatian deputy prime minister Slobodan Uzelac: A good qualifications framework will reduce unemployment Ukraine special: Why employers are the ones pushing for change in Ukrainian VET Armenia demonstrates policy learning in action How to involve social partners in your VET system

This report looks at the demand for career guidance services in EU neighbouring countries and provides a comparative analysis as well as policy and practical examples of career guidance in Montenegro, the former Yugoslav Republic of Macedonia, Turkey, Albania, Ukraine, Georgia, Russia, Egypt and Jordan. The issue of demand for career guidance services and provision has been somewhat neglected or underrepresented in similar and previous studies on less developed countries. However, this dimension is of crucial importance, in particular for transition economies and low- and middle-income countries for which whether career guidance should be a policy priority or an issue at all may be questioned. The report therefore analyses factors that influence demand for career guidance in the labour market and the economy, in education systems and in the policy climate. It examines the empirical evidence for career guidance demand and then analyses some of the factors that act as barriers to this demand being realised. The report also describes and analyses existing provision and models of career guidance in EU neighbouring countries, and introduces examples of innovative policies and interesting practices that are being adopted in order to respond to demand. It concludes with an analysis of the ways in which response to demand can be improved by strategic leadership, and discusses opportunities and constraints in responding to demand for services in the future. Finally, the report closes with some key policy messages for EU neighbouring countries and the European Commission.