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Alexandra Ioannidou, Klaus Pehl
Adults Learning – Regularly Collected Data by Statistical Offices on a National Level
ESNAL Subproject 3.3.1 Statistics – Report on year 2
Deutsches Institut für Erwachsenenbildung Januar 2004
Alexandra Ioannidou, Klaus Pehl: Adults Learning – Regularly Collected Data by Statistical Offices on a National Level.
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ESNAL Subproject 3.3.1 Statistics – Report on year 2
Klaus Pehl and Alexandra Ioannidou
Adults Learning – Regularly Collected Data by Statistical Offices on a National Level
January 2001
2
3
ESNAL Subproject 3.3.1 Statistics – Report on year 2
Klaus Pehl and Alexandra Ioannidou
Adults Learning – Regularly Collected Data by Statistical Offices on a Na-tional Level
Table of Contents
Summary...............................................................................................................4
Introduction ..........................................................................................................4
The background .................................................................................................4
Designing the survey...........................................................................................6
Getting results......................................................................................................7
Feedback rate ....................................................................................................7 Basic information on data collections by country ...............................................8
Croatia ............................................................................................................9 Czech Republic...............................................................................................9 Estonia..........................................................................................................10 Finland ..........................................................................................................11 France...........................................................................................................13 Germany .......................................................................................................15 Iceland ..........................................................................................................16 Norway..........................................................................................................17 Slovakia ........................................................................................................18 Slowenia .......................................................................................................18
Basic information on data collections – an overview........................................20
Towards a european network of statistic experts on adult education..........21
Discussion of a data collection plan................................................................24
The view of individuals and the view of providers .........................................27
Conclusion .........................................................................................................27
Annexes ..............................................................................................................28
Annex 1 Covering letter....................................................................................29 Annex 2 Questionaire.......................................................................................31 Annex 3 Data collection plan............................................................................36 Annex 4 Addresses of the national statistical offices .......................................37 Annex 5 – 9 Full text articles (France)..............................................................39
4
Summary Going on from the report year 1 (Gnahs/Pehl/Seidel 1999) which offered a compi-lation of data accessible in internet, a discussion of case studies Finland and Switzerland and a suggestion of a ‘minimal’ data collection plan, in the report year 2 an overview of official (governmental) and institutional (providers) surveys on adult education is given.
The design of a survey on experts from the national statistical offices is explained and the unexpected small feedback rate is discussed.
As a basis for establishing an expert network a list with the full addresses (includ-ing e-mail) is given.
The feedback to the data collection plan developed in report year 1 is discussed in the context of intermediate results of the task force in measuring life long learn-ing founded by EUROSTAT.
We come to the conclusion that both supply (providers) and demand (individuals) in the field of adult education has to be measured and efforts should be made that the NGOs will be more participating in the international discussion (EURO-STAT/OECD).
Introduction
As an outcome the subproject will give a detailed overview of the statistical re-sources on adult education in Europe.
– REPORT year 1 was concentrated on a presentation of data accessible in Internet.
– On the basis of a questionnaire put to national statistical offices in year 2 this data is complemented in a threefold way:
1. An expert list enables establishing a network to promote the ex-change of data and knowledge and to discuss data collection models in the future
2. For official (=governmental) statistics as well as institutional statis-tics (by providers/organisations) and special statistics (by research institutes) the available regularly collected data on national levels are characterized
3. The different views on a „minimal“ data collection plan are pre-sented.
– In this version the REPORT year 2 is given indepently from REPORT year 1. At the same time the results of the subproject as a whole are given in an inte-grated final REPORT. Besides the printed versions there are word & pdf files and hypertexts for presentation in internet are produced.
The background
In many areas of life and work, people feel the need to learn more about living and working conditions in other European countries. Above all, they wish to be able to understand their neighbours’ situation, to collect new ideas and to explore the possibility of working together more closely.
5
In 1999 the international cooperation project ESNAL (European Service Network Adults Learning http://www.esnal.net ) was initiated by the EAEA (European As-sociation for the Education of Adults http://www.eaea.org with financial support from the European Union. Working in different subprojects many members of EAEA have taken part in establishing a virtual service center.
The German Institute for Adult Education http://www.die-frankfurt.de – was in-volved in a study to find out what statistics on adult education are available in Europe as a first step. The result of the first year is to be found in:
Dieter Gnahs, Klaus Pehl, Sabine Seidel: Towards a European Statistics for Adult Education. Report on an ESNAL-Subproject. DIE 1999.
Summary: The project set out during its first stage in 1999 to produce an over-view of available data on continuing education/adult education in Europe. For this purpose, it was necessary to concentrate on what is available on the Internet in English, focusing on an examination of the texts, tables and graphics in EURY-BASE, run by the Information Network on Education in Europe (EURYDICE). The EURYBASE data were collated in a synoptic overview. The information was sup-plemented by data from European countries outside the European Union and from non-European countries. Specifically, Finland and Switzerland were se-lected for case studies since detailed and comprehensive population surveys are conducted regularly in these countries on continuing education issues, as they are in Germany. International sources such as EUROSTAT, the OECD and UNESCO provided other material. Shortcomings were identified in the data, and a core programme for statistics to support lifelong learning was proposed. This is to be taken up in the second stage of the project in 2000.
During the research work we found manifold statistical information in the internet sites of the national statistical offices and therefore added their (internet) ad-dresses as an appendix. What is accessible on the internet is probably only a small part of the statistical data on continuing education/adult education which is available.
In a second step we wanted
– to find out in what way the data collected from the internet is representative by asking the statistical offices about regularly collected data on a national level
– to give an overview of the available data (published, online, offline).
The results are compiled in this report. Originally it was planned that this report, in a pre-version, would be the basis for a discussion in an expert group. The sub-project did not realize this expert workshop originally planned. Reasons are:
– The feedback from the national statistical offices was not representative enough to establish a valid expert meeting. The feedback was very much bi-ased towards non-EU countries in Europe which are going to concentrate on the coming LBS (labour force survey) and the CVTS II (continuing vocational training survey).
– EUROSTAT founded a task force „measuring life long learning“. The ideas discussed by representatives of the national governments (only) are very much directed towards LBS. Efforts should be made by EAEA and/or ERDI that the discussion will be more open.
6
– The „minimal“ data collection plan presented in REPORT year 1 and the con-cepts, which are discussed on the governmental level, are quite different. To open a „parallel“ discussion at this time would not have made sense.
Designing the survey
Of course, we will distribute the report to all national statistical offices again.
For the sake of a better knowledge of adult education in Europe we asked the Statistical Offices of European Countries and selected Non-European countries to
(1) give us the name and address of an expert on statistics as well as on adult education in your country with whom we could get in contact. As far as we knew from the discussion till today it would not be easy to find experts in both fields at the same time. We plan to establish a net-work to promote the exchange of data and knowledge and to discuss data collection models.
(2) give us information about available statistical data (published, online, off-line) on adult education (especially besides the data we found in internet or if there is more recent data). We put the – from our point of view – interesting aspects in a question-naire. Any additional information (tables, figures, texts, literature lists etc., paper or files) were declared as ‘very helpful’. (Questionnaire see annexes)
(3) tell us their view on the data collection plan described in chapter 5 of the attached report year 1. It was asked if something similar was already in-stalled in the different country? What would be the chance for realisation?
We asked to send back the questionnaire by 1st of September 2000.
The questionnaire and all attachments were presented in English as printed ma-terial but at the same time offered as a word file attached to an e-mail. The com-ponents of the action were
– a covering letter (s. annexes)
– the complete report year 1 (90 pages)
– the questionnaire (4 pages, page 3 – 5 empty tables for information on 1 Official (=governmental) Statistics [sample surveys, census, data collection on a legal basis etc.], 2 Institutional Statistics – Statistics by Providers (or Organisations) of continu-ing education/adult education, 3 Special Statistics by Research Institutes; at page 2 examples were presented)
– the data collection plan described in chapter 5 of the attached report year 1.
Each table in the questionnaire offered columns for answering the questions:
(a) What is the official name of the survey (b) which body is responsible for the data collection/which body/bodies
carried out the survey
7
(c) what are the methods of data collection (population, sample method, sample size, year(s), planned etc.)
(d) which were the key characteristics/analysed variables; sample objec-tives
(e) in what form is the data analysis (excerpts) made available (internet, service, publication etc.)
(f) title of publications (books, articles in journals)
The questionnaire was sent to the statistical offices of 30 countries, among them the EU-countries, most of the non EU countries in Europe and selected Non-European countries (addresses see annexes):
Austria, Bulgaria, Canada, Catalunya (and Spain), Croatia, Czech Repub-lic, Denmark, Estonia, Finland, France, Great Britain, Greece, Hungary, Iceland, Ireland, Italy, Japan, Latvia, Lithuania, Luxembourg, Netherlands, Norway, Poland, Portugal, Russia, Slovakia, Slowenia, Spain (and Cata-lunya), Sweden, Switzerland, USA
In three cases in addition to the statistical offices we wrote to the national minis-tries of education (Sweden, Russia, Ireland, because during our internet search we found more data in the websites of the ministries than in the websites of the national statistical offices.
Getting results
Feedback rate The feedback is characterized by
1. The statistical offices do not seem to have an overview of institutional data collections or data collections from special research institutes besides official (governmental) statistics.
2. Only nine countries (Croatia, Czech Republic, Estonia, Finland, France, Ice-land, Norway, Slovakia, Slowenia1) took part in the survey which must seen as a feedback rate much below average.
3. The feedback distribution is very much biased towards East European coun-tries which seem to be very much interested in co-operation in the central questions.
4. Only two EU-countries gave information: Finland which is exemplary among the European countries under many statistical aspects (cf. chapter 3.1.1.3 re-port year 1) and France were we get fulltext articles on the construction prin-ciples as well as on the results of the different data collection.
5. The Labour Force Survey (LFS) and the Continuing and Vocational Training Survey (CVTS 2) in co-operation with EUROSTAT play a big role for the na-tional data collection on adult education.
6. No statistical office mentioned surveys to take part in establishing the OECD-Indicators.
The letters, e-mails or telephone calls from the experts were extremely friendly and co-operative. 1 Germany is added to the compilation of data since the authors have the relevant information. There was no ques-tionaire used in Germany.
8
So one explanation for the bad feedback rate is that the German Institute for Adult Education in co-operation with the EAEA is not a natural partner for the experts in the national Statistical offices. The offices are usually dependent from a national ministry or ministries. Their obvious best fitting partner on a European level is EUROSTAT and via LFS and CVTS 1 und 2 there is a close co-operation network between the statistical offices and EUROSTAT on a governmental level.
The German Institute for Adult Education as well as EAEA have from their point of view a NGO status.
Basic information on data collections by country The basic information is given here structure by tables as they were designed for the questionnaire, that means classified by
(a) name of the survey/data collection (b) responsible bodies/bodies carrying out the survey (c) methods of data collection (d) key characteristics/analysed variables (e) availability (f) publications .
Longer bibliographical list are appended. Full text articles (France) are to be found in the annexes.
The two most prominent surveys which are applied in many countries (LFS, CVTS 2) anyhow are descripted by some countries. In this report they are only mentioned. If there is an information on the sample size which usually differ from country to country it is given in the tables.
The countries appear in alphabetical order.
9
Cro
atia
Ta
ble
1 Cr
oatia
: nst
itutio
nal S
tatis
tics
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
(1) R
epor
t on p
ublic
and o
pen
unive
rsitie
s and
cultu
ral c
en-
tres
CBS
Centr
al Bu
reau
of S
tatist
ics
Ever
y thr
ee ye
ars
Data
abou
t cou
rses o
f infor
mal
educ
ation
for a
dults
At
CBS
–
First
relea
se S
tatist
ical
Repo
rt
Cze
ch R
epub
lic
Tabl
e 2
Czec
h Re
publ
ic: O
ffic
ial (
=go
vern
men
tal)
Stat
istic
s
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
(1) C
VTS
2 Cz
ech S
tatist
ical O
ffice (
CSO)
&
EU/E
UROS
TAT
Samp
le of
enter
prise
s (70
00)
– By
post
and f
ace t
o fac
e su
rvey
– Pa
rticipa
tion
– Co
urse
s, oth
er fo
rms
– Se
x dist
ributi
on
– Co
sts
– Et
c.
In Cz
ech R
epub
lic ta
bles a
nd
analy
tical
text c
an be
orde
red a
t CS
O
Další
Odb
orné
Vzdělá
ní Za
města
nců v
r. 19
99 (in
Cz
ech)
(2) L
FS 19
99
Av
ailab
le in
2001
(3) p
lanne
d for
2002
: mo
nitor
ing so
me as
pects
of
adult
educ
ation
alon
g LFS
; de
pend
s on f
inanc
ial as
sur-
ance
of ex
tende
d sur
vey
10
Esto
nia
Tabl
e 3
Esto
nia:
Off
icia
l (=
gove
rnm
enta
l) St
atis
tics
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
(1) L
abou
r For
ce S
urve
y (LF
S) S
tatist
ical O
ffice o
f Esto
nia
Samp
le of
hous
ehold
s, an
nual
Partic
ipatio
n in n
on-re
gular
ed
ucati
on an
d reg
ular e
duca
-tio
n, so
ciode
mogr
aphic
data
Partly
publi
shed
, spe
cial ta
bles
can b
e ord
ered
at S
tatist
ical
Offic
e of E
stonia
– La
bour
For
ce 19
98 (a
nd
earlie
r pub
licati
ons)
(2) C
VTS
2 St
atisti
cal O
ffice o
f Esto
nia
Samp
le of
enter
prise
s As
in fu
ll EUR
OSTA
T qu
es-
tionn
aire
Not y
et W
ill be
(3) A
dult E
duca
tion s
urve
y 19
97
Stati
stica
l Offic
e of E
stonia
Sa
mple
of re
siden
ts of
age 2
0 – 6
0 Pa
rticipa
tion i
n non
-regu
lar
educ
ation
and r
egula
r edu
ca-
tion,
socio
demo
grap
hic da
ta
Partly
publi
shed
On
ly in
Eston
ian
11
Finl
and
Tabl
e 4
Finl
and:
Off
icia
l (=
gove
rnm
enta
l) St
atis
tics
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
(1) A
dult E
duca
tion S
urve
y in
Finlan
d 198
0, 19
90, 1
995
Stati
stics
Finl
and,
Adult
Edu
ca-
tion S
tatist
ics;
Irja B
lomqu
ist
Irja.B
lomqu
ist@
stat.fi
s. RE
PORT
year
1, p.
37
s. RE
PORT
year
1, p.
37
s. RE
PORT
year
1, p.
37
– Ha
ven,
H. –
Syv
änpe
rä,
R. 19
83. P
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Edu
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n 198
0. Ce
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stica
l Offic
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Finlan
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Sim
pane
n, M
. – B
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Ru
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Kivin
en, O
. & R
inne,
R. 1
996.
”The
seco
nd ch
ance
: the v
ital m
yth of
equa
l opp
ortun
ities i
n adu
lt edu
catio
n.” In
: R. E
dwar
ds, A
. Han
son &
P. R
agga
tt (ed
s.) B
ound
aries
of A
dult L
earn
ing. R
outle
dge a
nd
The O
pen U
niver
sity.
Lond
on an
d New
Yor
k, pp
. 183
-195
.
Naum
anen
, P. 1
997.
Gend
er in
Adu
lt Ed
ucati
on R
esea
rch. I
n Ku
rtakk
o, K.
, Kivi
nen,
O. &
Esk
ola, E
. (ed
s.) A
dult
Educ
ation
with
out B
arrie
rs. D
iscus
sion
and
Rese
arch
in E
urop
ean
Conte
xt. L
apin
yliop
iston
kasv
atusti
eteell
isiä j
ulkais
uja C
16. R
ovan
iemi. s
. 83-
99.
Niini
nen,
P. 1
994.
"Gen
der D
iffere
nces
in E
xper
ience
and M
obilit
y Effe
cts on
Ear
nings
", ka
nsan
talou
stiete
en la
itoks
en ke
skus
telua
loitte
ita #1
3, He
lsing
in ka
uppa
korke
akou
lu.
Silve
nnoin
en, H
. 199
8. St
ructu
res O
f Lea
rning
In W
orkin
g Lif
e –
A So
ciolog
ical V
iew. I
n To
sse,
S., F
alken
crone
, P.,
Puur
ula, A
. and
Ber
gsted
t, B.
(eds
.) Co
rpor
ate A
nd N
onfor
mal L
earn
ing, p
p. 61
-81.
Tron
dheim
: Tap
ir for
lag.
Tikk
anen
, T. T
he ag
e-pa
rticipa
tion r
elatio
nship
revis
ed. F
ocus
on ol
der w
orke
rs. A
dult E
duca
tion Q
uarte
rly.
Tikk
anen
, T.,
Palon
iemi,
S. &
Pen
ttinen
, A. I
ntere
st an
d pa
rticipa
tion
in ad
ult e
duca
tion
amon
g ag
eing
worke
rs. In
K. P
ercy
(Ed.)
Res
earch
ing O
lder L
earn
ers:
Issue
s, Ex
perie
nces
and
pos
sibilit
ies.
Lanc
aster
Univ
ersit
y, La
ncas
ter, U
.K.
Tuom
isto,
J. 1
996.
Acce
ss st
rateg
ies fo
r the
edu
catio
n of
adult
s in
marke
t-orie
nted
adult
edu
catio
n po
licy –
a F
innish
per
spec
tive.
Pape
r pre
sente
d at
Euro
pean
Con
feren
ce L
ifelon
g Le
arnin
g an
d Its
Im
pact
on S
ocial
and R
egion
al De
velop
ment,
3-5 O
ctobe
r 199
6 at th
e Univ
ersit
y of B
reme
n.
Tuom
isto,
J. 1
996.
Marke
ts do
not
solve
the
prob
lems o
f adu
lt edu
catio
n –
new
initia
tives
are
nee
ded.
Pape
r pre
sente
d at
Pan
Euro
pean
Con
feren
ce o
n Ad
ult L
earn
ing. U
nesc
o. Ba
rcelon
a De
cemb
er
12-1
4 199
6. Fin
land.
13
Tuom
isto,
J. 1
997.
Dema
nds a
nd P
ossib
ilities
for L
ifelon
g Le
arnin
g in
a Ma
rked-
Orien
ted S
ociet
y. Ho
lford
, Joh
n &
Jarvi
s, Pe
ter (e
ds.),
Life
long
Lear
ning:
Reali
ty, R
hetor
ic &
Publi
c Poli
cy. C
onfer
ence
pr
ocee
dings
4-6 J
uly 19
97. U
niver
sity o
f Sur
rey,
Engla
nd. 6
s.
Tuom
isto,
J. 19
97. R
olled
over
by m
arke
t-for
ces.
Adult
educ
ation
in F
inlan
d. Eu
rope
an A
cces
s New
s 4/19
97. 2
s.
Tuom
isto,
J. 1
998.
Socia
l Stru
cture
s an
d Lif
elong
Lea
rning
. Criti
cal a
nalys
is of
learn
ing o
ppor
tunitie
s in
worki
ng lif
e. Pa
per p
rese
nted
in 2n
d ES
REA
Rese
arch
Con
feren
ce: L
earn
ing to
Live
in th
e Le
arnin
g Soc
iety:
Tren
ds an
d Cha
lleng
es in
Adu
lt Lea
rning
. Univ
ersit
é Cath
oliqu
e de L
ouva
in. Lo
uvain
-la-N
euve
. 16-
19 S
eptem
ber 1
998.
Tuom
isto,
J. T
eoks
essa
Jarvi
s, P.
& S
tanne
t, A. (
eds.)
, Per
spec
tives
on A
dult E
duca
tion a
nd T
raini
ng in
Eur
ope.
Malab
ar, F
lorida
: Krie
ger P
ublis
hing C
ompa
ny. R
evise
d ver
sion.
Tuom
isto,
J. M
arke
t-Orie
nted
Adult
Edu
catio
n Po
licy
– a
Finnis
h Pe
rspec
tive.
Teok
sess
a Pe
ter A
lheit
& Ev
a Ka
mmler
(eds
.), L
ifelon
g Le
arnin
g an
d its
Impa
ct on
Soc
ial a
nd R
egion
al De
velop
ment.
Br
emen
: Don
at Ve
rlag.
15 s.
Tuom
isto,
J. D
eman
ds an
d Pos
sibilit
ies fo
r Life
long L
earn
ing in
Mar
ket-O
riente
d Soc
iety:
A Fin
nish
Persp
ectiv
e on P
ublic
Poli
cy an
d Rea
lity. T
eoks
essa
Pete
r Jar
vis, C
olin C
riffin
& Jo
hn H
olfor
d (ed
s.),
Lifelo
ng Le
arnin
g in t
he Le
arnin
g Soc
iety.
Lond
on: K
ogan
Pag
e. 12
s.
Fran
ce
Tabl
e 5
Fran
ce: O
ffic
ial (
=go
vern
men
tal)
Stat
istic
s
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
(1) E
nque
te Em
ploi (E
E)
coor
dinate
d with
Labo
ur F
orce
Su
rvey (
LFS)
INSE
E Ins
titut N
ation
al de
la St
atisti
que e
t des
Étud
es
Écon
omiqu
e
Annu
al in
March
(197
5 –
2000
) sur
vey,
75 00
0 hou
se-
holfs
; 150
000 p
erso
ns, a
ged
upto
15 ye
ars
Only
a few
ques
tions
are c
on-
cern
ing th
e par
ticipa
tion i
n ma
rch in
conti
nuing
or ad
ult
educ
ation
(leng
th, ty
pe, s
pe-
cialty
); Se
e an
nex 5
for a
gen
eral
pres
enta
tion
of th
e su
rvey
and
th
e qu
estio
ns co
ncer
ning
educ
ation
.
publi
shed
Se
e bib
liogr
aphy
belo
w
(2) S
upple
ment
to the
“E
nquê
te Em
ploi” 2
000:
“For
matio
n con
tinue
” (C
EE 20
00)
INSE
E Ins
titut N
ation
al de
la St
atisti
que e
t des
Étud
es
Écon
omiqu
e &
CERE
Q
31 00
0 per
sons
of (1
) int
ervie
w of
25 m
in.
A de
tailed
ques
tionn
aire d
eals
with
the th
emes
of pa
rticipa
tion
in, us
es an
evalu
ation
of co
n-tin
uing e
duca
tion;
see
anne
x 6
Socio
-dem
ogra
phica
l data
To be
publi
shed
(200
1)
See
biblio
grap
hy b
elow
14
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y (f)
pub
licat
ions
(3) F
orma
tion Q
ualifi
catio
n Pr
ofess
ionell
e (FQ
P): s
urve
y on
Edu
catio
n and
Qua
lifica
-tio
ns
INSE
E Ins
titut N
ation
al de
la St
atisti
que e
t des
Étud
es
Écon
omiqu
e
1977
, 198
5, 19
93, p
lanne
d for
20
03
samp
le of
23 00
0 per
sons
ag
ed fr
om 20
to 64
year
s (45
00
0 in 1
977 a
nd 19
85)
inter
view
of 40
min.
A de
tailed
ques
tionn
aire d
eals
with
the th
emes
of pa
rticipa
tion
in, us
es an
evalu
ation
of co
n-tin
uing e
duca
tion.
See
anne
x 7 fo
r a p
rese
ntat
ion
of th
e su
rvey
c
publi
shed
Se
e bib
liogr
aphy
belo
w, e
spe-
cially
–
Domi
nique
Gou
x :
Form
ation
et qu
alific
ation
pr
ofess
ionne
lle.
L’enq
uête
FQP
1993
. Da
ns : C
ourri
er de
s sta
tistiq
iúes N
o 63,
p. 49
– 5
2 (4
) Enq
uête
Perm
anen
te Co
nditio
n de V
ie de
s Mén
ages
(E
PCV)
INSE
E Ins
titut N
ation
al de
la St
atisti
que e
t des
Étud
es
Écon
omiqu
e
Annu
al in
Octob
er (1
996 –
20
00)
Samp
le of
6 000
perso
ns ag
ed
up to
15 ye
ars
Only
a few
ques
tions
are c
on-
cern
ing th
e par
ticipa
tion i
n the
las
t 12 m
onths
in co
ntinu
ing or
ad
ult ed
ucati
on.
See
anne
x 8 fo
r the
se q
ues-
tions
So
cio-d
emog
raph
ical d
ata
publi
shed
Fo
rinsta
nce:
– IN
SEE
prem
ière N
o 697
Se
e an
nex 9
Se
e bib
liogr
aphy
belo
w
Fren
ch B
iblio
grap
hy O
n Co
ntin
uing
Edu
catio
n Ec
onom
ie Et
Stat
istiqu
e –
Nº41
, 01/1
973,
Les t
ablea
ux de
l’enq
uete
« For
matio
n et q
ualifi
catio
n pro
fessio
nnell
e » so
nt dis
ponib
les.
– Nº
70, 0
9/197
5, Qu
alific
ation
ouvri
ere e
t ren
tabilit
e des
entre
prise
s lillo
ises?
–
Nº81
-82,
09-1
0/197
6, Em
ploi-fo
rmati
on.
– Nº
228,
01/19
90, L
a for
matio
n con
tinue
. –
Nº24
6-24
7, 09
-10/1
991,
FRAN
CE –
ALLE
MAGN
E, F
orma
tion p
rofes
sionn
elle e
t emp
loi: u
n lien
plus
mar
que e
n Alle
magn
e. –
Nº30
3, 03
/1997
, La f
orma
tion c
ontin
ue da
ns le
s entr
epris
es et
son r
etour
sur in
vesti
ssem
ent, F
orma
tion-
emplo
i: que
lle ad
equa
tion?
–
Nº30
6, 06
/1997
, Les
entre
prise
s, les
salar
ies et
la fo
rmati
on co
ntinu
e.
Econ
omie
Et P
revis
ion
– F.
KRA
MART
Z, E
. DEL
AME,
Entr
epris
es et
form
ation
conti
nue,
nº12
7, 19
97.
Labo
ur E
cono
mics
D.
GOU
X, E
. MAU
RIN,
Retu
rns t
o firm
-pro
vided
train
ing: e
viden
ce fr
om fr
ench
wor
ker-f
irm m
atche
d data
, 200
0, pp
1-19
, nº7
.
Donn
ees S
ocial
es
– Vo
lume d
e 198
7, La
form
ation
profe
ssion
nelle
conti
nue d
e J. A
VENT
UR et
C. S
AUVA
GEOT
. –
Volum
e de 1
990,
La fo
rmati
on pr
ofess
ionne
lle: d
e la «
seco
nde c
hanc
e » a
la re
struc
turati
on de
J.- P
. GEH
IN et
E. V
ERDI
ER.
– Vo
lume d
e 199
3, L’E
duca
tion n
ation
ale fo
rme a
ussi
des a
dulte
s de C
. SAU
VAGE
OT.
– Vo
lume d
e 199
6, La
form
ation
profe
ssion
nelle
des j
eune
s san
s qua
lifica
tion d
e F. J
EGER
-MAD
IOT.
–
Volum
e de 1
996,
La fo
rmati
on de
s adu
ltes c
home
urs d
e lon
gue d
uree
de A
.-M. V
ESPA
.
15
I.N.S
.E.E
. PRE
MIER
E –
Nº31
4, La
form
ation
profe
ssion
nelle
conti
nue (
05/19
94).
– Nº
512,
Appr
endr
e sa v
ie du
rant
(02/1
997)
. –
Nº69
7, Inv
estir
dans
la fo
rmati
on co
ntinu
e (02
/2000
). Vo
lume d
e 199
6, La
form
ation
profe
ssion
nelle
des j
eune
s san
s qua
lifica
tion d
e F. J
EGER
-MAD
IOT.
–
Volum
e de 1
996,
La fo
rmati
on de
s adu
ltes c
home
urs d
e lon
gue d
uree
de A
.-M. V
ESPA
.
Ger
man
y2 Ta
ble
6 Ge
rman
y: O
ffic
ial (
=go
vern
men
tal)
Stat
istic
s
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
(1) L
abou
r For
ce S
urve
y (LF
S) S
tatist
ische
s Bun
desa
mt
(2) M
ikroz
ensu
s St
atisti
sche
s Bun
desa
mt
350 0
00 ho
useh
olds
a few
ques
tions
are a
dded
on
a volu
ntary
basis
Partic
ipatio
n
(3) C
VTS
2 St
atisti
sche
s Bun
desa
mt
(4) B
erich
tssys
tem W
eiter
bil-
dung
Bu
ndes
minis
terium
für B
ildun
g un
d For
schu
ng
Repr
esen
tative
samp
le of
7 00
0 per
sons
So
cio-d
emog
raph
ical d
ata
Partic
ipatio
n Vo
lume
Conte
nts
Prov
ider
Infom
al AE
publi
shed
Beric
htssy
stem
Weit
erbil
dung
VII. B
MBF.
Bon
n 200
1
(5) d
ataba
se V
olk-
shoc
hsch
ulen a
nd ot
her p
ub-
licly
supp
orted
prov
iders
Deuts
ches
Insti
tut fü
r Erw
ach-
sene
nbild
ung
Annu
al da
ta co
llecti
on fr
om
the pr
ovide
rs Pe
rsone
ll Fin
ancia
l reso
urce
s Co
urse
s (len
gth, p
artic
ipants
, tim
e org
anisa
tion,
conte
nts
etc.)
Publi
shed
(prin
ted m
ateria
l) Re
sults
elec
tronic
ed of
sp
ecial
evalu
ation
s (tar
get
grou
ps et
c.)
In int
erne
t to; d
ownlo
adab
le
Exam
ple:
– Pe
hl/Re
itz: V
olksh
och-
schu
l-Stat
istik.
Biel
efeld
2 B
y kn
owled
ge o
f the
aut
hors
(nat
iona
l lev
el on
ly)
16
Tabl
e 7
Germ
any:
Inst
itutio
nal S
tatis
tics
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
(5) d
ataba
se V
olk-
shoc
hsch
ulen a
nd ot
her p
ub-
licly
supp
orted
prov
iders
Deuts
ches
Insti
tut fü
r Erw
ach-
sene
nbild
ung
Annu
al da
ta co
llecti
on fr
om
the pr
ovide
rs Pe
rsone
ll Fin
ancia
l reso
urce
s Co
urse
s (len
gth, p
artic
ipants
, tim
e org
anisa
tion,
conte
nts
etc.)
Publi
shed
(prin
ted m
ateria
l) Re
sults
elec
tronic
ed of
sp
ecial
evalu
ation
s (tar
get
grou
ps et
c.)
In int
erne
t to; d
ownlo
adab
le
Exam
ple:
– Pe
hl/Re
itz: V
olksh
och-
schu
l-Stat
istik.
Biel
efeld
Icel
and
Tabl
e 8
Icel
and:
Off
icia
l (=
gove
rnm
enta
l) St
atis
tics
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
(1) L
abou
r For
ce S
urve
y (LF
S)
1999
St
atisti
cs Ic
eland
, Lab
our F
orce
De
partm
ent.
For f
urthe
r infor
matio
n plea
se
conta
ct: M
r. Óm
ar H
arða
rson,
e-ma
il: om
ar.ha
rdar
son@
hags
tofa.i
s
Samp
le of
resid
ent in
dividu
als
16-7
4 yea
rs old
. Sa
mple
size c
a. 4.4
00.
Bian
nual
(Apr
il and
Nov
embe
r)
Partic
ipatio
n in e
duca
tion,
cour
ses o
r pra
ctica
l train
ing in
the
past
4 wee
ks. T
ype o
f ed
ucati
on/co
urse
s, pu
rpos
e, len
gth of
educ
ation
, ho
urs/w
eek.
Pa
rticipa
tion i
n sho
rt co
urse
s tha
t hav
e bee
n use
ful fo
r wor
k, an
d the
numb
er of
such
co
urse
s in t
he pa
st 3 y
ears
Educ
ation
al att
ainme
nt So
ciode
mogr
aphic
data
Spec
ial fig
ures
can b
e ord
ered
fro
m the
LFS
depa
rtmen
t at
Stati
stics
Icela
nd.
News
relea
ses f
rom
LFS
on th
e Int
erne
t (in
Icelan
dic),
but d
o not
includ
e data
on ad
ult ed
ucati
on.
See a
lso P
ublic
ation
s.
Vinn
umar
kaðu
r 199
9 (La
bour
Fo
rce S
tatist
ics19
99) o
n Inte
r-ne
t (h
ttp://w
ww.ha
gstof
a.is/t
alnae
fn/v
inna9
9/eng
lish/l
abou
r99.h
tm)
A
summ
ary o
f res
ults f
rom
each
LFS
surve
y in H
agtíð
indi
and i
n Lan
dsha
gir (T
he S
tatis-
tical
Year
book
), als
o ava
ilable
on
the I
ntern
et.
http:/
/www
.hags
tofa.i
s/taln
aefn
/hags
k.htm
Th
ese p
ublic
ation
s do n
ot ind
lude d
ata on
adult
educ
a-tio
n.
17
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y (f)
pub
licat
ions
(2) E
duca
tion S
tatist
ics
Stati
stics
Icela
nd, E
duca
tion
Depa
rtmen
t. Inf
orma
tion o
n eac
h stud
ent in
the
regu
lar sc
hool
syste
m co
llecte
d fro
m the
scho
ols
anua
lly in
Octo
ber.
Infor
matio
n is
colle
cted f
or ev
ening
sc
hools
(mos
tly in
tented
for
age2
0+) t
hat a
re pa
rt of
uppe
r se
cond
ary e
duca
tion,
and f
or
distan
ce pr
ogra
mmes
in th
e re
gular
scho
ol sy
stem
at the
up
per s
econ
dary
and t
ertia
ry lev
els.
Partic
ipatio
n, sc
hool,
field
and
level
of stu
dy, s
tudy l
oad,
demo
grap
hic da
ta.
Spec
ial fig
ures
can b
e ord
ered
fro
m the
Edu
catio
n dep
artm
ent
at St
atisti
cs Ic
eland
. Ne
ws re
lease
s are
on th
e Inte
r-ne
t (in
Icelan
dic),
but th
ey do
not
cove
r adu
lt edu
catio
n in p
artic
u-lar
. Data
on th
e num
ber o
f stu-
dents
in ev
ening
scho
ols an
d in
distan
ce le
arnin
g pro
gram
mes
are a
vaila
ble on
the i
ntern
et in
Icelan
dic.
See a
lso P
ublic
ation
s.
Data
on th
e num
ber o
f stu-
dents
in ev
ening
scho
ols ar
e pu
blish
ed in
Land
shag
ir ,
chap
ter 18
(The
Stat
istica
l Ye
arbo
ok),
also a
vaila
ble on
the
Inter
net.
http:/
/www
.hags
tofa.i
s/taln
aefn
/Lh_1
999/E
NGLIS
H/CH
APT_
18.H
TM T
he nu
mber
of st
u-de
nts in
even
ing sc
hools
and
distan
ce le
arnin
g pro
gram
mes
(End
anleg
ar tö
lur sa
mkvæ
mt
neme
ndas
krá 19
99) a
re av
ail-
able
at htt
p://w
ww.ha
gstof
a.is/f
rettir
/skola
r.htm
N
orw
ay
Tabl
e 9
Norw
ay: I
nstit
utio
nal S
tatis
tics
– St
atis
tics
by P
rovi
ders
(or O
rgan
isat
ions
)
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
Annu
al co
llecti
on of
some
sta
tistic
al da
ta
Stati
stic N
orwa
y an
nual
Diffe
rent
types
of ad
ult ed
uca-
tion,
rang
ing fr
om di
ffere
nt typ
es of
prim
ary a
nd se
con-
dary
educ
ation
with
in the
for
mal s
ystem
of ed
ucati
on, to
vo
catio
nal tr
aining
, cou
rses o
f va
rying
leng
th at
differ
ent
levels
of ed
ucati
on m
ore i
nfor-
mal e
duca
tion l
ike di
stanc
e lea
rning
etc.
Shor
ter ar
ticles
on
http:/
/www
.ssb.n
o (als
o in E
ng-
lish)
Annu
al pu
blica
tion o
n adu
lt ed
ucati
on (in
Nor
wegia
n)
18
Slov
akia
Ta
ble
10 S
lova
kia:
Inst
itutio
nal S
tatis
tics
– St
atis
tics
by P
rovi
ders
(or O
rgan
isat
ions
)
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata c
ollec
-tio
n (d
) Cha
ract
erist
ics
(e) a
vaila
bilit
y
(f) p
ublic
atio
ns
natio
nal d
ata
colle
ctio
ns
Unco
mplet
ed st
atisti
cal d
ata
abou
t adu
lt edu
catio
n acti
vi-tie
s gath
ered
from
Slov
ak
institu
tions
Stati
stica
l Offic
e of th
e Slov
ak
Repu
blic
Slow
enia
Ta
ble
11 S
low
enia
: Off
icia
l (=
gove
rnm
enta
l) St
atis
tics
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata
colle
c-tio
n (d
) Cha
ract
eris
tics
(e) a
vaila
bilit
y (f)
pub
licat
ions
natio
nal d
ata
colle
ctio
ns
(1) D
ata on
educ
ation
St
atisti
cal O
ffice R
epub
lic S
lo-ve
nia
Data
on co
ntinu
ing ed
ucati
on
of ad
ults r
efer t
o the
who
le sc
hool
year
. De
finitio
n: Ad
ult e
duca
tion
includ
es fo
rmal
eleme
ntary
and u
pper
seco
ndar
y ed
ucati
on of
adult
s afte
r reg
u-lar
educ
ation
has b
een i
nter-
rupte
d. Co
ntinu
ing e
duca
tion p
rovid
-er
s are
folk
high s
choo
ls,
spec
ialise
d org
anisa
tions
for
adult
educ
ation
, unit
s at
scho
ols, e
nterp
rises
and o
ther
busin
ess s
ubjec
ts re
gister
ed
for ad
ult ed
ucati
on, d
riving
sc
hools
and i
ndivi
dual
priva
te en
trepr
eneu
rs de
aling
with
ad
ult ed
ucati
on (O
J RS
No.
12/96
). Ve
rified
educ
ation
al pr
ogra
ms of
voca
tiona
l train
-
Data
on co
ntinu
ing ed
ucati
on
cove
r adu
lts an
d you
th pa
rtici-
patin
g in v
ocati
onal
traini
ng,
furthe
r voc
ation
al tra
ining
, vo
catio
nal tr
aining
spec
ialisa
-tio
n pro
gram
s and
gene
ral
educ
ation
prog
rams
with
whic
h pa
rticipa
nts ob
tain a
high
er
level
of for
mal e
duca
tion.
Publi
shed
in S
tatist
ical Y
earb
ook
Also
in In
terne
t htt
p://w
ww.si
gov.s
i/zrs/
eng/i
ndex
.htm
l
– St
atisti
cal Y
earb
ook,
chap
ter 6
19
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata
colle
c-tio
n (d
) Cha
ract
eris
tics
(e) a
vaila
bilit
y (f)
pub
licat
ions
ing, fu
rther
voca
tiona
l train
ing
and v
ocati
onal
traini
ng sp
e-cia
lisati
on ar
e ado
pted b
y the
mi
nister
of la
bour
in co
-op
erati
on w
ith th
e auth
orise
d co
uncil
of ex
perts
(OJ R
S, N
o. 12
/96).
Partic
ipants
in th
ese
prog
rams
do no
t obta
in a
highe
r leve
l of fo
rmal
educ
a-tio
n, bu
t qua
lifica
tion f
or em
-plo
ymen
t. Non
-verifi
ed vo
ca-
tiona
l pro
gram
s are
not p
art o
f the
list o
f edu
catio
nal p
ro-
gram
s of th
e auth
orise
d mini
s-try
. The
y pro
vide v
ocati
onal
traini
ng pr
ogra
ms an
d gen
eral
educ
ation
prog
rams
(i.e.
gen-
eral-
purp
ose p
rogr
ams a
nd
leisu
re pr
ogra
ms).
20
Basic information on data collections – an overview Increasing globalisation makes international comparisons more important. That is why the information is here re-arranged in an overview. Only official statistics must be regarded. Only in one country institutional statistics are mentioned and only in Finland (again!) there exists an complete system ‘statistics on organized adult education by providing bodies/organisations’.
Table 12 Country overview on surveys
Type of Sur-veys
Croa-tia
Czech Re-public
Esto-nia
Fin-land
Ger-many
France Ice-land
Nor-way
Slova-kia
Slowenia
LFS 1999 (2002)
LFS LFS LFS Enquete Emploi (EE)
LFS
“Forma-tion continue” (CEE 2000)
Labour Force
Forma-tion Qualifi-cation Profes-sionelle (FQP): survey on Educa-tion and Qualifications
Mikro-census
Mikrozensus
Enquête Perma-nente Condition de Vie des Ménages (EPCV)
Enter-prises
CVTS 2 CVTS 2 CVTS 2 CVTS 2
Unspe-cific
Educaion Statis-tics
t Annual collec-tion of some statis-tical data
uncom-plete) Data on educa-tion
Com-plete survey resi-dents
Adult Educa-tion survey 1997
Adult Educa-tion Survey in Finland 1980, 1990, 1995
Berichts-system Weiterbil-dung (BSW)
21
Type of Sur-veys
Croa-tia
Czech Re-public
Esto-nia
Fin-land
Ger-many
France Ice-land
Nor-way
Slova-kia
Slowenia
institu-tions
public and open univer-sities and cultural centres
Adult educa-tion in educa-tional institu-tions
E.g. Volks-hoch-schul-Statistik
Uncom-plete statisti-cal data about adult educa-tion activi-ties gath-ered from Slovak institu-tions
Types of survey are in the field of vocational training:
– (annual) Labour Force survey (LFS), persons europeanwide
– Special vocational training related surveys in different countries (see France)
– Continuing an vocational training survey (enterprises), CVTS 2, second wave in 2000 europeanwide
Under a more general aspect types of statistics are:
– Microcensus; households in many European countries
– ‘complete’ nationwide sample surveys (Finland, Germany, Swizerland)
– institutional statistics by single providers
– ‘complete’ nationwide statistics of all providers (Finland, Switzerland).
Towards a european network of statistic experts on adult education We asked the statistical offices/ministries to name experts who feel ‘at home’ in the methodological discussion from the statistical point of view and at the same know the discussion about the actual developments and problems of adult education.
Although we did not succeed to organise a workshop with these experts, we will list in this report the complete addresses. We assume that the interest in ex-changing views and thoughts is much wider than what could be found from the feedback. Some counties could not give a detailed overview on surveys, but even so they gave us good information an experts even outside the national statistical offices.
22
Table 13 The expert list
Country Expert
Croatia -
Czech Republic Mr. Jaroslav Novák [email protected] tel. +42 (2) 7405 2931
Czech Statistical Office Information Department Sokolovska no. 142 Praha 8, 186
Estonia Mr. Aavo Heinlo Head of Education, Science, Culture, Justice Statistics Section [email protected] tel. +00 (372) 625 9217, fax +00 (372) 625 9370
Statistical Office of Estonia Endla 15 15174 Tallinn Estonia
Finland Mrs. Irja Blomqvist [email protected] tel. +35 (89) 1734 3221, fax +35 (89) 1734 2786
Statistics Finland Adult Education Statistics FIN-00022 Helsinki
http://www.stat.fi
France Mrs. Goux INSEE – Timbre F230 Chef de la Division Emploi 17 blvd. Adolphe Pinard F-75675 Paris Mr. Gelot Direction de l’amination de la recherché, des Etudes et des Statisques (D.A.R.E.S.) du Ministère de l’Emploi et de la Solidarité 20, bi rue d’Estrées F-75350 Paris 07 Mr. Midy Direction de la Programmation et du Dévelopment (D.P.D.) du Ministère de l’Education, de la Recherché et de la Technologie 3-5, blvd Pasteur F-75015 Paris
23
Country Expert
Mr. Aventur Centre d’Etude et de Recherché sur les Qualification (C.E.R.E.Q.) 10, place de la Joliete, B.P. 21321, F-13567 Marseilles Cedex 02
Germany Herrn RD Walter Hörner [email protected] tel. +49 (611) 75-1 fax +49 (611) 72 40 00
Statistisches Bundesamt Gruppe VII C "Bildung, Kultur und Rechtspflege" Gustav-Stresemann-Ring 11 D- 65189 Wiesbaden
Herr Dr. Dieter Gnahs [email protected] tel. +49 (511) 3997-244 fax +49 (511) 3997-229
Institut für Entwicklungsplanung und Strukturforschung GmbH – Universität Hannover Lister Str. 15 D-30163 Hannover
Klaus Pehl Head of Department Information and Publication [email protected] tel. +49 (69) 95 626 132, fax +49 (69) 95 626 206
Deutsches Institut für Erwachsenenbil-dung Hansaallee 150 D-60320 Frankfurt am Main
Iceland Mr. Dr. Jón Torfi Jónasson [email protected]
University of Iceland
Mr. Karl Kristjánsson [email protected]
Norway Mr. Hossein Moafi [email protected] tel. +47(62) 88 52 71
Terje Risberg [email protected]
24
Country Expert tel. +47(62) 88 52 68
Benedicte Lie [email protected] tel. +47 (62) 88 52 88
Statistics Norway Oterveien 23 N-2225 Kongsvinger
http://www.ssb.no
Slovakia Mr. Dr. Eugen Placintar Head of Unit Social Statistics [email protected] tel. +42 (17) 50 236 789, fax +42 (17) 50 236 788
Mr. Peter Fink Adviser Education Statistics [email protected] tel. +42 (17) 50 236 789, fax +42 (17) 50 236 788
Statistical Office of the Slovak Republic Mileticova 3 824 67 Bratislava 2 SLOVAKIA
Slowenia Joza Klep [email protected] tel. (00 386 61) 2415 106 fax (00 386 61) 2415 344
Statistični urad Republike Slovenije Vožarski pot 12 SL-1000 Ljubljana
Discussion of a data collection plan
In report year 1 there is a design for a ‘minimal’ data collection plan (s. annex 3). We asked the experts to give their view. Table 14 Data collection plan (report year 1)
Country View
Croatia -
Czech Republic Not able to provide data
Estonia -
Finland – Co-operation with Task Force
Measurement on Lifelong Learning (EUROSTAT)
– Network B Group CET (OECD)
25
Country View
France Questions: – Boundary between vocational conti-
nous training and general continous training
– Difficulties to collect data on self-study and self-learning
– No collection of number of enrol-ments or hours of tuition
Germany -
Iceland Co-operation with EUROSTAT and OECD recommended
Norway -
Slovakia Interested in developments
Slowenia -
It is very obvious that a discussion without a close co-operation with EUROSTAT or OECD will not match the needs of the experts. That was the main reason why the originally planned workshop was cancelled.
It is strongly recommended that EAEA tries to convince the discussion groups
– Task Force Measurement on Lifelong Learning (EUROSTAT)
– Network B Group CET (OECD)
to be more open to NGO-experts on statistics and adult education.
To describe the state of affairs the table of Contents and the executive summary from the draft recommendations Task Force on measuring lifelong learning based on a meeting of the working group education and training statistics 13 – 14 No-vember 2000 is quoted:
“Eurostat Task Force on measuring lifelong learning Recommendations (draft 8.11.2000) Table of Contents l. Executive summary (2) 2. Introduction
2.1 Background 2.2 Current situation 2.3 Emerging needs
3. Definitions, classifications and sources 3.1 Definition of lifelong learning 3.2 The lifelong-lifewide framework 3.3 Formal/non-formal education and informal learning 3.4 Statistical Sources
4. The way forward 4.1 Existing ESS sources and possible improvements 4.2 New approach: the learner in the centre 4.2.1 European adult learning survey 4.2.2 Information on investment
26
4.2.3 The ultimate goal: an integrated statistical information system 5. Conclusion
1. Executive summary According to the European Union definition, lifelong learning is seen as encompassing all purposeful learning activity, whether formal or informal, undertaken an ongoing basis with the aim of improving knowledge, skills and competence. The objective of the Task Force an Measuring Lifelong Learning was to contribute to the operationalisation of this definition: it has been asked to make recommendations on approaches to be adopted within the European Statistical System, taking on board the statistical implications of explicit needs for indicators expressed in official EU policy documents.
Existing statistics on education and training are based on a system approach, since this has dominated policy perspectives to date and, to a lesser extent, on individuals and companies. There is a growing recognition though that much learning takes place outside the formal education system. Today more information is needed on the way individual citizens learn in formal and non-formal settings but also through informal activi-ties like self-learning. This puts the individual learner in the centre of interest.
Based an previous methodological work at the international level, the TFMLLL agreed that
« purposeful » learning can be divided into 3 categories: Formal education, non-formal education and infor-mal learning. Operational boundaries and criteria for the delimitation of the 3 types of learning are proposed. These will have to be tested in practice.
The TFMLLL has drawn the following conclusions:
1) LLL is a vast notion so measuring should be focused on clearly delimited areas of policy interest for exam-ple adult education, second chance schools, formal education and lifelong learning, continuing training for disadvantaged groups, early childhood education etc
2) The full potential of existing ESS sources has to be explored; they will have to be reviewed and if neces-sary revised from a lifelong learning perspective.
3) Investment in learning both in terms of money and time should be measured. However additional informa-tion is needed to assess the quality of lifelong learning.
4) New classifications may be needed to cover the emerging needs. For example a classification of learning activities that would include informal learning seems necessary.
5) The best source of information on LLL seems to be the individual and the ideal solution to cover most of the information needs seems to be a dedicated harmonised household adult learning survey. The cost-effectiveness of this solution should be carefully assessed.
The following actions are proposed:
LFS ad hoc module on lifelong learning
First priority for the year 2001 is the development of the LFS 2003 ad hoc module an lifelong learning. In the context of the preparation of this module harmonised lists of learning activities and obstacles to ac-cess to LLL opportunities should be developed. The lessons learnt from the development of this module should be used to re-evaluate and improve the standard education and training questions included in LFS. (work in 2001)
The new European Community Household Panel
The inclusion of questions on education and learning in the new European Community Household Panel should allow the evaluation of personal and societal outcomes of learning. The new Panel should be launched in 2003. (work in 2001)
Classification of learning activities
A classification of learning activities which would include informal learning may have to be developed. The way to include cultural activities in this classification should be explored. Such a decision should be
27
taken by the Statistical Programme Committee. In the meantime a harmonised list of activities to be used in different ESS surveys will be developed.
Review of existing administrative sources
The UOE and VET data collections should be reviewed from a lifelong learning. The main issue in this context for the UOE is the clarification of its’ coverage and its; capacity to collect information on flexible forms of education (modular programmes, open and distance learning etc). For VET the positioning of VET information in the lifelong learning framework (including conciliation of results with UOE, LFS, CVTS results) should be studied. (work already in 2001) Continuing Vocational Training Survey
The use of CVTS2 data should indicate the way forward for subsequent CVT surveys, so as to cover even better the area of continuing vocational training in enterprises.
European indult learning survey
The design of a European adult learning questionnaire to be used in a european survey should be con-sidered as a medium to long term. The feasibility and necessity for such a survey should be assessed by the Statistical Programme Committee.
Explore other ESS sources.
The possibility of including more explicitly education and training in other Eurostat areas like the Time Use Survey or the Structural Business Survey should be explored. (work already in 2001)
The present report does not examine issues like the direct assessment of skills or specific types of surveys (for example youth surveys, school-leaver surveys etc), since Eurostat is not involved in such activities at international level for the time being. Nevertheless these activities may be possibilities to examine in the longer run for the European Statistical System.”
The view of individuals and the view of providers
The example Finland shows that it is not necessary to make a choice between ‘complete’ versions of surveys on citizens and a complete institutional statistic or to discuss heavily advantages and disadvantages. They complement eachother. Both are important and both aspect a essential.
Nevertheless on an European and an international level surveys on the view of individuals are more discussed than the data with providers. According to topics as development of competences and lifelong learning the discussions tends to see a priority to measure the demand (of individuals) not the supply (of provid-ers).
Conclusion “It’ s a long way to Tipperary” but it is even a longer way to establish basis a sys-tem comparable with the finish system on a European to measure the supply and the demand in context of lifelong learning. Both GOs and NGOs should partici-pate. Learning from the Task Force founded by EUROSTAT the NGOs have a lot of catching up to do.
28
Annexes 1. covering letter (survey design) 2. questionnaire (survey design) 3. data collection plan (survey design) 4. addresses of the national statistical offices 5. L’enquête emploi – summary and questionnaire (fulltext article France) 6. Formation Continue 2000 (France) 7. L’enquête FQP 1993 8. Enquête permanente Condition de Vie des Ménages (EPCV), questionnaire (France) 9. INSEE Premiere No 697 Février 2000 (France)
29
Annex 1 Covering letter
«Office» «Department» «Street» «town» «country» July 25, 2000 pe/pe Tel. -132/Fax -206 [email protected]
Statistics on Adult Education in Europe3 Dear Sirs, In many areas of life and work, people feel the need to learn more about living and working conditions in other European countries. Above all, they wish to be able to understand their neighbours’ situation, to collect new ideas and to explore the possibility of working together more closely.
In 1999 the international cooperation project ESNAL (European Service Network Adults Learning http://www.eaea.org/esnal) was initiated by the EAEA (European Association for the Education of Adults http://www.eaea.org ) with financial support from the European Union. Working in different subprojects many members of EAEA have taken part in establishing a virtual service center. We – the German Institute for Adult Education http://www.die-frankfurt.de – were involved in a study to find out what statistics on adult education are available in Europe as a first step. The result is to be found in the papers attached (attachment 1):
Dieter Gnahs, Klaus Pehl, Sabine Seidel: Towards a European Statistics for Adult Education. Report on an ESNAL-Subproject. DIE 1999. Summary: The project set out during its first stage in 1999 to produce an overview of available data on continuing education/adult education in Europe. For this purpose, it was necessary to concentrate on whatavailable on the Internet in English, focusing on an examination of the texts, tables and graphics in EURY-BASE, run by the Information Network on Education in Europe (EURYDICE). The EURYBASE data were col-lated in a synoptic overview. The information was supplemented by data from European countries outside the European Union and from non-European countries. Specifically, Finland and Switzerland were selected for case studies since detailed and comprehensive population surveys are conducted regularly in these countries on continuing education issues, as they are in Germany. International sources such as EUROSTAT, the OECD and UNESCO provided other material. Shortcomings were identified in the data, and a core programme for statistics to support lifelong learning was proposed. This is to be taken up in the second stage of the project in 2000.
is
During our research work we found manifold statistical information in the internet sites of the national statistical offices and therefore added their (internet) addresses as an appendix. What is accessible on the internet is probably only a small part of the statistical data on continuing education/adult education which is available.
In a second step we would like to find out in what way the data collected from the internet is representa-tive and to give an overview of the available data (published, online, offline). The results will be compiled in a second report which, in a pre-version, will be the basis for a discussion in an expert group. Of course, we will distribute the report to all national statistical offices again.
3 and other G8 Countries
30
For the sake of a better knowledge of adult education in Europe we therefore kindly ask you to
(1) give us the name and address of an expert on statistics as well as on adult education education in your country with whom we could get in contact. As far as we know from the discussion till today it is not easy to find experts in both fields at the same time. We plan to establish a net-work to promote the exchange of data and knowledge and to discuss data collection models
(2) give us information about available statistical data (published, online, offline) on adult education (especially besides the data we found in internet or if there is more recent data). We have put the – from our point of view – interesting aspects in a questionnaire (attachment). Any addi-tional information (tables, figures, texts, literature lists etc., paper or files) would be very help-ful. s. Questionnaire (attachment 2)
(3) tell us your view on the data collection plan described in chapter 5 of the attached report (at-tachment 3). Is something similar already installed in your country? What would be the chance for realisation?
Please help us to increase the common knowledge about adult education in Europe by sending us back the above mentioned information or hints to other sources by 1st September 2000.
We hope for your understanding that we rather use English as a lingua franca than maltreating your own mother tongue in this letter (with special apologies to Great Britain and Ireland for maltreating yours where this has happened). Yours faithfully Klaus Pehl Information and Publication Head of department
31
Ann
ex 2
Que
stio
naire
C
ontin
uing
edu
catio
n/A
dult
educ
atio
n in
Eur
ope
Reg
ular
ly c
olle
cted
dat
a on
con
tinui
ng e
duca
tion/
adul
t edu
catio
n (a
t a n
atio
nal l
evel
) - E
nglis
h ve
rsio
n -
Dear
Sirs
,
We
prep
ared
thre
e ta
bles
(if t
here
is n
ot e
noug
h sp
ace
or if
ther
e ar
e ot
her k
inds
of d
ata
colle
ctio
ns re
levan
t for
adu
lt ed
ucat
ion,
add
ition
al u
nstru
ctur
ed te
xt is
ver
y w
elcom
e):
1 Of
ficia
l (=
gove
rnm
enta
l) St
atist
ics [s
ampl
e su
rvey
s, c
ensu
s, d
ata
colle
ctio
n on
a le
gal b
asis
etc.
], p.
3
2 In
stitu
tiona
l Sta
tistic
s –
Stat
istics
by
Prov
ider
s (o
r Org
anisa
tions
) of c
ontin
uing
educ
atio
n/ad
ult e
duca
tion,
p. 4
3
Spec
ial S
tatis
tics
by R
esea
rch
Inst
itute
s, p
. 5
In e
ach
tabl
e w
e w
ould
like
to k
now
(g
) W
hat i
s th
e of
ficia
l nam
e of
the
surv
ey
(h)
whi
ch b
ody
is re
spon
sible
for t
he d
ata
colle
ctio
n/w
hich
bod
y/bo
dies
car
ried
out t
he su
rvey
(i)
w
hat a
re th
e m
etho
ds o
f dat
a co
llect
ion
(pop
ulat
ion,
sam
ple
met
hod,
sam
ple
size,
yea
r(s),
plan
ned
etc.
) (j)
w
hich
wer
e th
e ke
y ch
arac
teris
tics/
analy
sed
varia
bles
; sam
ple
objec
tives
(k
) in
wha
t for
m is
the
data
ana
lysis
(exc
erpt
s) m
ade
avai
labl
e (in
tern
et, s
ervic
e, p
ublic
atio
n et
c.)
(l)
title
of p
ublic
atio
ns (b
ooks
, arti
cles
in jo
urna
ls)
On p
age
2 w
e gi
ve tw
o ex
ampl
es o
f dat
a co
llect
ions
.
If th
ere
are
any
free
broc
hure
s, w
hich
des
crib
e th
e da
ta c
ollec
tions
/sur
vey
resu
lts p
lease
sen
d th
em to
De
utsc
hes
Inst
itut f
ür E
rwac
hsen
enbi
ldun
g Kl
aus
Pehl
, Dep
. Inf
orm
atio
n an
d Pu
blica
tion
Hans
aalle
e 15
0 D-
6032
0 Fr
ankf
urt a
m M
ain
If th
ere
are
dow
nloa
dabl
e fil
es, p
lease
sen
d th
e in
tern
et a
ddre
ss to
pe
hl@
die-
frank
furt.
de
If th
ere
are
othe
r file
s pl
ease
sen
d th
em a
s an
att
achm
ent b
y e-
mai
l.
If yo
u lik
e to
hav
e th
e qu
estio
nnai
re a
s a
MS
Wor
d fil
e (o
r oth
er fo
rmat
) plea
se c
onta
ct u
s by
e-m
ail o
r ph
one
+49
(69)
95
626-
132
or fa
x +
49 (6
9) 9
5 62
6-20
6
We
wou
ld li
ke to
hav
e yo
ur in
form
atio
n ba
ck o
n 1s
t of S
epte
mbe
r 200
0. T
hank
you
ver
y m
uch
in a
dvan
ce fo
r you
r coo
pera
tion.
Yo
urs
faith
fully
, Kla
us P
ehl
32
Exam
ples
for d
ata
colle
ctio
ns
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata
colle
c-tio
n (d
) Cha
ract
eris
tics/
va
riabl
es
(e) a
vaila
bilit
y (f)
pub
licat
ions
Two
Exam
ples
La
bour
For
ce S
urve
y (LF
S)
In G
erm
any:
toge
ther
with
„M
icroc
ensu
s“ (=
sam
ple
cens
us)
Euro
pean
Unio
n – E
UROS
TAT/
In G
erm
any:
Fe
dera
l Sta
tistic
al Of
fice
Ger-
man
y
- sa
mpl
e of
hou
seho
lds
- an
nual
-
in G
erm
any:
sam
ple s
ize
appr
. 350
,000
hou
seho
lds
- pa
rticip
atio
n in
gen
eral
ad
ult e
duca
tion
- pa
rticip
atio
n in
voc
atio
nal
cont
inui
ng e
duca
tion
- so
ciode
mog
raph
ical d
ata
In G
erm
any:
-
Spec
ial t
ables
and
figu
res
can
be o
rder
ed a
t Fed
eral
Stat
isti-
cal O
ffice
Germ
any
- Pu
blish
ed in
par
ts
Labo
ur F
orce
Sur
vey.
Resu
lts
1997
. EUR
OSTA
T Ca
talog
ue N
o. CA
-15-
98-2
29-
EN-C
In
Ger
man
y:
Stan
d un
d En
twick
lung
der
Erwe
rbstä
tigke
it (Er
gebn
isse
des M
ikroz
ensu
s 199
9).
Finl
and:
Ad
ult E
duca
tion
Surv
ey
Finn
ish M
inist
ry o
f Edu
catio
n an
d St
atisti
cs F
inlan
d (=
Nati
onal
Stati
stica
l Offic
e)
- Pe
rson
s ag
ed 1
8-64
yea
rs
and
resid
ent i
n Fin
land
-
rand
om s
yste
mat
ic sa
mpl
e of
5,0
00 p
erso
ns
- in
terv
iews
- 19
80, 1
990,
199
5, 2
000
- pa
rticip
atio
n in
form
al
educ
atio
nal c
ours
es
- us
es to
whi
ch c
ontin
uing
ed
ucat
ion
is pu
t -
need
s fo
r con
tinuin
g ed
uca-
tion
- se
lf-di
rect
ed in
form
al e
du-
catio
n -
socio
dem
ogra
phica
l dat
a
- Ex
cerp
ts in
inte
rnet
: ht
tp://
ww
w.s
tat.f
i/tk/
he/
aku9
5b_t
ext_
en.h
tml#
Inqu
iries
-
publ
ished
e.g.
Pa
rticip
atio
n in
Adu
lt Ed
ucat
ion
and
Trai
ning
in F
inlan
d. A
dult
Educ
atio
n Su
rvey
199
5. S
tatis
-tic
s Fi
nlan
d
Wou
ld y
ou k
indly
give
us
the
nam
e of
the
pers
on
who
com
piled
the
stat
istica
l inf
orm
atio
n fo
r us s
o w
e w
ill be
abl
e to
con
tact
her
/him
.
Nam
e:
Inst
itutio
n:
Post
adr
ess:
e-
mai
l: Te
l/fax
:
Coul
d yo
u na
me
an e
xper
t in
your
nat
iona
l sys
tem
of c
ontin
uing
edu
catio
n/ad
ult e
duca
tion,
es
pecia
lly u
nder
sta
tistic
al a
spec
ts?
Nam
e:
Inst
itutio
n:
Post
adr
ess:
e-
mai
l: Te
l/fax
:
33
Tabl
e 15
Off
icia
l (=
gove
rnm
enta
l) St
atis
tics
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata
colle
c-tio
n (d
) Cha
ract
eris
tics
(e) a
vaila
bilit
y (f)
pub
licat
ions
Your
nat
iona
l dat
a co
llect
ions
(1
)
(2)
(3)
(4)
(5)
(for m
ore
data
col
lectio
ns c
opy
the
shee
t)
34
Tabl
e 16
Inst
itutio
nal S
tatis
tics
– St
atis
tics
by P
rovi
ders
(or O
rgan
isat
ions
)
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata
colle
c-tio
n (d
) Cha
ract
eris
tics
(e) a
vaila
bilit
y (f)
pub
licat
ions
Your
nat
iona
l dat
a co
llect
ions
(1
)
(2)
(3)
(4)
(5)
(for m
ore
data
col
lectio
ns c
opy
the
shee
t)
35
Tabl
e 17
Spe
cial
Sta
tistic
s by
Res
earc
h In
stitu
tes
(a) N
ame o
f the
surv
ey
(b) r
espo
nsib
le/ca
rried
out
by
(c
) Met
hod
of d
ata
colle
c-tio
n (d
) Cha
ract
eris
tics
(e) a
vaila
bilit
y (f)
pub
licat
ions
Your
nat
iona
l dat
a co
llect
ions
(1
)
(2)
(3)
(4)
(5)
(for m
ore
data
col
lectio
ns c
opy
the
shee
t)
Ann
ex 3
Dat
a co
llect
ion
plan
Ex
cerp
t fro
m
Diet
er G
nahs
, Kla
us P
ehl,
Sabi
ne S
eidel
Tow
ards
a E
urop
ean
Stat
istic
s fo
r Adu
lt Ed
ucat
ion
Repo
rt on
an
ESNA
L-Su
bpro
ject,
24 J
anua
ry 2
002
5 Pr
opos
al fo
r a d
ata
colle
ctio
n pl
an, a
nd a
sch
eme
of w
ork
… It
will
be n
o ea
sy ta
sk to
col
late
Eur
opea
n co
ntin
uing
edu
catio
n st
atist
ics, s
ince
cur
rent
circ
umst
ance
s an
d in
tent
ions
diff
er w
idely
. Ex
perie
nce
to d
ate
at n
atio
nal a
nd in
tern
atio
nal le
vel s
ugge
sts s
tron
gly
that
att
empt
s to
mak
e im
prov
emen
ts sh
ould
not
be
over
-am
bitio
us. A
requ
irem
ent t
o ke
ep c
ompl
ex
reco
rds
wou
ld m
ake
acce
ptan
ce le
ss li
kely
, wou
ld h
inde
r agr
eem
ent a
nd w
ould
gen
eral
ly le
ad in
con
sequ
ence
to m
ore
conf
usio
n th
an il
lum
inat
ion.
Wha
t is
prop
osed
her
e is
ther
efor
e a
plan
in s
ever
al s
tage
s w
hich
aim
s at
sm
all s
teps
that
are
suc
cess
ful r
athe
r tha
n at
a m
ajor
leap
forw
ard
that
wou
ld b
e la
rgely
impr
ac-
ticab
le.
Stag
e 1
The
clear
ly v
ery
inco
mpl
ete
stat
istics
on
cont
inui
ng e
duca
tion
shou
ld b
e su
pplem
ente
d or
, whe
re p
ossib
le, c
ompl
eted
by
surv
eys
of th
ose
bodi
es w
ith n
atio
nal r
espo
nsib
ility.
Stag
e 2
All b
odies
with
nat
iona
l res
pons
ibilit
y sh
ould
try to
fill
in th
e fo
llow
ing
two
tabl
es:
Tabl
e I
Enro
lmen
ts
Hou
rs o
f tui
-tio
n C
ours
es
Con
tinui
ng e
duca
tion
with
voc
atio
nal p
ur-
pose
/con
tent
(im
prov
emen
t of o
ccup
atio
nal
skills
)
Con
tinui
ng e
duca
tion
with
gen
eral
pur
-po
se/c
onte
nt (i
mpr
ovem
ent o
f eve
ryda
y sk
ills)
G
ende
r
Age
Tabl
e II
Mal
e Fe
mal
e un
der 2
5 26
-50
Ove
r 50
Parti
cipa
tion
in v
ocat
iona
l con
tinui
ng e
duca
tion
Pa
rtici
patio
n in
gen
eral
con
tinui
ng e
duca
tion
37
Stag
e 3
A Eu
rope
-wid
e sc
hem
e of
dat
a co
llect
ion
shou
ld b
e pl
anne
d. T
o th
is en
d, a
n in
tern
atio
nal p
lann
ing
grou
p sh
ould
mee
t with
the
aim
of d
raw
ing
up a
list
of q
uest
ions
for a
re
pres
enta
tive
sam
ple
surv
ey, a
s is
alre
ady
the
cust
om in
Fin
land
, Ger
man
y an
d Sw
itzer
land
. The
se c
ount
ries
shou
ld b
e re
pres
ente
d in
the
grou
p.
Ques
tions
sho
uld c
over
: 1.
or
gani
sed
cont
inui
ng e
duca
tion
activ
ities
2.
un
orga
nise
d co
ntin
uing
edu
catio
n ac
tiviti
es (i
nfor
mal
, self
-dire
cted
lear
ning
) Al
l per
sons
ove
r 18
year
s of
age
who
are
livin
g in
the
relev
ant c
ount
ry s
houl
d be
inclu
ded.
Th
e m
ain
ques
tion
shou
ld re
ad:
Did
you
in y
ear X
take
par
t in
the
follo
win
g ac
tiviti
es fo
r the
pur
pose
of a
cqui
ring
skills
: –
atte
ndan
ce a
t a s
emin
ar o
r cou
rse
at y
our p
lace
of w
ork,
–
atte
ndan
ce a
t a s
emin
ar o
r cou
rse
at a
n ed
ucat
iona
l ins
titut
ion,
–
atte
ndan
ce a
t a s
emin
ar o
r cou
rse
at a
n in
stitu
tion
whi
ch p
rovid
es e
duca
tion
or tr
aini
ng a
s a
subs
idia
ry a
ctivi
ty,
– se
lf-st
udy
thro
ugh
read
ing,
–
a se
lf-lea
rnin
g pr
ogra
mm
e,
– ed
ucat
iona
l tele
visio
n.
Ann
ex 4
Add
ress
es o
f the
nat
iona
l sta
tistic
al o
ffice
s Ta
ble
18
Offic
e
De
partm
ent
Stre
etto
wnco
untry
Öster
reich
ische
s Stat
istisc
hes Z
entra
lamt
Hi
ntere
Zoll
amtss
traße
2b
A-10
30 W
ien
Austr
ia Na
tiona
l Stat
istica
l Insti
tute
Infor
matio
n dep
artm
ent
2, "P
. Volo
v" S
tr.
Sofia
1504
Bu
lgaria
St
atisti
cs C
anad
a Inf
orma
tion d
epar
tmen
t Tu
nney
's Pa
sture
Ot
tawa,
Ontar
io K1
A 0T
6 Ca
nada
Ins
tituto
Estat
istica
de C
atalun
ya
Infor
matio
n dep
artm
ent
Via L
aietan
a, 58
08
003 B
arce
lona
Catal
unya
Cr
oatia
n Bur
eau O
f Stat
istics
Inf
orma
tion d
epar
tmen
t Ilic
a 3
1000
0 Zag
reb
Croa
tia
Czec
h Stat
istica
l Offic
e Inf
orma
tion d
epar
tmen
t So
kolov
ska n
o. 14
2 Pr
aha 8
, 186
04
Czec
h Rep
ublic
St
atisti
cs D
enma
rk Inf
orma
tion d
epar
tmen
t Se
jrøga
de 11
DK
-210
0 Køb
enha
vn Ø
De
nmar
k Na
tiona
l Stat
istica
l Offic
e Inf
orma
tion d
epar
tmen
t En
dla 15
15
174 T
ALLIN
N Es
tonia
Stati
stics
Finl
and
Infor
matio
n dep
artm
ent
Työp
ajaka
tu 13
He
lsink
i Fin
land
Insee
(hea
d offic
e)
Infor
matio
n dep
artm
ent
18 bo
uleva
rd A
dolph
e-Pi
nard
F-
7567
5 Par
is Fr
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Annex 5 – 9 Full text articles (France) 5. L’enquête emploi – summary and questionnaire (fulltext article France), 4 pages 6. Formation Continue 2000 (France), 11 pages 7. L’enquête FQP 1993, 4 pages 8. Enquête permanente Condition de Vie des Ménages (EPCV), questionnaire (France), 2 pages 9. INSEE Premiere No 697 Février 2000 (France), 4 pages
