Clasificación de los servicios en telemedicina

3.1 Take part in discussions with a range of people on a range of matters 3.2 Prepare written material on a range of matters

3.3 Use images to illustrate points made in writing and in discussions with a range of people on a range of matters

3.4 Read and respond to written material and images on a range of matters

Information Technology

3.1 Set system options, set up storage systems and input information 3.2 Edit, organise and integrate complex information from different sources 3.3 Select and use formats for presenting complex information

3.4 Evaluate features and facilities of applications already available in the set- ting

3.5 Deal with errors and faults at Level 3

Application of Number

3.1 Gather and process data at Level 3 3.2 Represent and tackle problems at Level 3

3.3 Interpret and present mathematical data at Level 3

Working with Others

3.1 Work to given collective goals and contribute to the process of allocating individuals’ responsibilities

3.2 Agree working methods and use them, and provide information to others on own progress

Improving Own Learning and Performance

3.1 Identify strengths and weaknesses and contribute to the process of identi- fying shot-term targets

3.2 Seek and make use of feedback, follow given activities to learn and to improve performance

Problem solving

3.1 Select procedure to clarify problems with a range of potential solutions 3.2 Identify alternative solutions and select solutions to problems

added value to the student as the prod- uct of a shared process, owned and used by the learner to pursue their personal commitment to lifelong learning. Beyond school, it cannot simply be assumed that individuals will become members of supportive, learning-orientated organisa- tions which will facilitate and encourage their continuing personal development and lifelong learning. On the contrary, the only safe assumption would be that, for the fore- seeable future, only a relatively small mi- nority will be fortunate enough to find them- selves in such an environment.

The emphasis, therefore, must be on in- dependence rather than dependence; cre- ating models of recording achievement and individual development planning which are free-standing and do not rely for their effectiveness upon access to ex- ternal support, whilst clearly benefiting where such support is available.

The first essential for any personal devel- opment portfolio is that it should be seen to be concerned with the future rather than the past. If the majority of young adults perceive their record as little more than a glorified curriculum vitae, they will assume that it is intended to serve the same purpose. For the concept of a record of achievement for adults to have any prospect of success, it must be recognised as being principally for the individual and primarily as the basis upon which to iden- tify future personal goals and individual development plans.

As work continues on the proposed ‘Eu- ropean Portfolio’, the aim must be to en- courage individuals to value their record and development plan for its personal benefit to them, before promoting it as of value in their potential employment or learning and development relationships with others. The only constant is the in- dividual, equipped with the means to take ownership of his or her learning and de- velopment, irrespective of whether their immediate environment is positively sup- portive, openly hostile or simply passive in its approach towards the achievement of their goals. Whether developing that autonomy whilst at school or having been encouraged to ‘return to learning’ as an adult, the key requirement is for simple, practical and accessible support material

for use by the individual. This could and should be incorporated within the port- folio itself, since without it the document is of little or no use.

So far, it has been argued that encourag- ing and supporting independent use of

CEDEFOP

“For the concept of a record of achievement for adults to have any pros- pect of success, it must be recognised as being principally for the indi- vidual and primarily as the basis upon which to identify future personal goals and individual development plans.”

“As work continues on the proposed ‘European Portfolio’, the aim must be to encourage individuals to value their record and development plan for its personal benefit to them(…)”

“The evolution of records of achievement and individual development plans has reached a critical stage(…)”

“(…)employees will only see the workplace as a chosen environment for lifelong learning if it offers them the same, or even better, opportunities to develop their potential than formal institutional- ised educational provi- sion.”

recording achievement and individual de- velopment planning should be regarded as the first priority. However, the use of these processes in situations where oth- ers are likely to become directly involved with the learner’s reviewing, recording and planning must not be overlooked and it is apparent that a wide range of poten- tial ‘learning partners’ may need their own forms of support. Post-16, this includes managers and supervisors in the work- place, training staff, further and higher education tutors, etc., each with their own distinctive contribution to make to the success of the learner’s efforts. Learning partners need support material too if they are to fulfill the learner’s needs and, in- creasingly, the competencies associated with supporting other’s learning should be formally recognised and assessed. Since learning partners can themselves be learners too, the processes of sharing re- viewing, recording and planning contrib- ute to the partner’s own development, effectively closing the loop.

The evolution of records of achievement and individual development plans has reached a critical stage, a watershed from which the initiative will either build into something of real value with significant implications for attitudes towards learn- ing and personal development or decline into a relatively marginal development of little lasting worth.

As President Clinton has observed, “We are living in a world where what you earn is a function of what you can learn; where the average 18 year old will change jobs seven times in a lifetime; where there can no longer be a division between what is practical and what is academic.” Europe will only realise it’s full economic and social potential if it can truly mobilise the capabilities of the whole of the potential workforce and employees will only see

the workplace as a chosen environment for lifelong learning if it offers them the same, or even better, opportunities to develop their potential than formal insti- tutionalised educational provision. In the employment market, as in education, new models of partnership are essential. “Employers train to meet business needs. Governments intervene in the case of mar- ket failure. Both, however, seek to encour- age individuals to take responsibility for themselves. Employers cannot achieve their own training and development goals through a passive workforce.” (Confedera- tion of British Industry, 1994) Employers and the wider economy are the principal beneficiaries of a flexible, competent workforce but individuals have the greater vested interest in formal recognition for that competence, which they can use to prove their skills to others. This balance of ben- efit will need to be reflected in future mod- els of funding for learning and develop- ment. Where appropriate, tax incentives may usefully encourage both employers and individuals to see learning as an investment as well as overcoming one of the impor- tant obstacles to continuing vocational edu- cation and training. However, to achieve the optimum benefit, such incentives would have to recognise the smaller, incremental units of learning necessary for genuine flex- ibility, rather than merely encouraging ‘whole’ qualifications.

The President of Toyota, Dr Soichiro Toyoda, has presented a challenging vi- sion of the future with his statement that “the purpose of national economic policy is to enable each citizen to manifest his potential fully in work to which he is well suited”. There is little doubt that this should indeed be a central aim of eco- nomic policy; little doubt too that we have some way to go before such a vision is likely to be realised.

Engineering Council. (1995) Competence and Commitment, London

London Enterprise Agency. (1994) Pathways To- ward Working Life, London.

Confederation of British Industry. (1994) Flex- ible Labour Markets : Who pays for training?, Lon- don

Department of Education and Science. (1984)

Records of Achievement: A Statement of Policy, Lon- don

CEDEFOP

Ulrich

Teichler

Currently coordinator of a research project sponsored by the Volkswagen Foundation on relations between the education and employment system in Japan by com- parison with other countries.

Introduction

Japan, like Germany, is among a minor- ity of industrialized nations where the youth unemployment rate is not much higher than joblessness among the work- ing population generally. Since both coun- tries are widely considered to be relatively successful on the economic front, there is great interest internationally in obtain- ing more detailed information about the latter stages of initial training and the first stages of working life in the two coun- tries.

The favourite reason given for the rela- tively low youth unemployment rate in Germany is the priority attached to voca- tional education and training. More than half of all young people undergo voca- tional training under the dual system. They are employed as trainees in enter- prises and spend most of their time practicing with guidance or performing their first occupational duties proper, and attend a vocational school to supplement this on-the-job training. They obtain pub- licly recognized qualifications, and most of them are engaged on a regular basis by the enterprise where they were trained. Germany is considered the classical ex- ample of a country where the focus is on pride in one’s occupation and specialized training for a specific occupation is seen as the best possible preparation for work- ing life. This is a fact, even though more than a quarter of the young people trained in this way take up employment in a com- pletely different field and most of them move on within a few years from the en- terprise where they received their voca- tional training.

At first sight, Japan seems to be exactly the opposite. Most schoolchildren know the name of the enterprise where their father – and perhaps their mother – works,

Education and Starting