When setting objectives for education and training, and when defining qualifications, policy-makers are beginning to focus less on input factors (duration, location, method) and more on what a learner knows and is able to do at the end of a learning process – i.e. on learning outcomes. This gradual shift has underpinned many related EU policy initiatives over the past few years.
The Annual Report 2006 reports on the activities outlined in the annual work programme 2006. For Cedefop, 2006 was a year of change. The changes not only concerned the internal organisation and administration of the Centre but also led to refocusing Cedefop on its political priorities and main tasks as the reference centre for developing vocational education and training in the European Union.