COOPERATION IN THE SPHERE OF VOCATIONAL EDUCATION IN EUROPE: POLICY, INTEGRATION INSTRUMENTS, LONG-RANGE PLANS

Abstract

The article analyses integration problems in the sphere of vocational education and training in EU countries taking into account social, economic, and pedagogical transformations of the second half of the 20th – beginning of the 21st century. On the basis of comparative analysis as to policy development periodization made by some authors: H. Ertl (in the sphere of education and vocational training), R. Dale (in the sphere of education), E. Brazhnyk (in the sphere of pedagogical education), O. Lokshina (in the sphere of school education) etc. and as to processing the EU official documents that determine education development strategy the author of the article presents periodization of EU policy development in the sphere of vocational education and training, just: initial period (1951–1963); period of formation and expansion (1963–1992); period of intensification (1992–2000); period of institutional integration on the basis of external and internal components synthesis (2000 – current). The article also considers peculiarities of Copenhagen process course, specifically statements of Bruges Communiqué of European countries’ education ministers, social partners, and European Comission (December 2010) concerning revision of strategic approaches and priorities in order to strengthen European collaboration in vocational education and training are emphasized. An ideal image of European vocational education and training up to 2020 according to parameters resulting in qualitative basic vocational education; flexible vocational education based on training achievements; European-wide education scope; international mobility opportunities increase; easily evaluated and qualitative information; lifelong consulting etc. is envisaged.