下载文档原格式
何建坤解读《哥本哈根协议》佚名【摘要】@@ 何建坤,男,1945年生,河北安平人,清华大学校务委员会副主任、低碳能源实验室主任、管理科学与工程专业教授、博士生导师;中国气候变化专家委员会副主任,中国能源研究会副理事长兼能源系统工程专业委员会主任.1994-2007年曾任清华大学副校长、常务副校长.【期刊名称】《中国海事》【年(卷),期】2010(000)002【总页数】2页(P27-28)【正文语种】中文《联合国气候变化框架公约》第十五次缔约方会议暨《京都议定书》第五次缔约方会议于2009年12月7日至19日在丹麦首都哥本哈根举行。
来自全球194个缔约国、观察员国，937个联合国相关机构、专门机构、政府间国际组织、非政府组织及1069个媒体单位共约3.4万名注册代表参加了会议，成为历史上最大规模的气候变化会议。
本次会议的主要目的是讨论在2012年《京都议定书》第一承诺期后的减排行动安排，将同时展开《联合国气候变化公约》缔约方会议、《京都议定书》缔约方会议、附属履行机构会议、附属科技咨询机构会议、《京都议定书》特设工作组会议和《联合国气候变化公约》长期合作行动特设工作组会议共六大平行谈判会议。
会议形成了《哥本哈根协议》。
我们特别邀请了国家气候变化专家委员会副主任委员、清华大学低碳能源实验室主任何建坤教授对《哥本哈根协议》进行解读。
哥本哈根气候变化会议经过艰苦的谈判，最后发表了《哥本哈根协议》（以下简称《协议》），并延长了“巴厘路线图”的授权。
《协议》作为“巴厘路线图”谈判进程中的一个重要成果，其共识将成为下一步谈判的基础，这标志着全球合作应对气候变化取得了重大进展，对于最终达成具有法律约束力的协议将起重要的推动作用。
坚持原则发展中国家权益得以主张《协议》保持了《公约》及其《议定书》的框架以及“巴厘路线图”的授权。
哥本哈根谈判进展缓慢，主要原因在于有些发达国家在《公约》《议定书》和“巴厘路线图”的立场上后退，不愿承担《公约》《议定书》和“巴厘路线图”下应承担的义务，甚至要求抛弃《议定书》。
哥本哈根协议介绍哥本哈根协议（Copenhagen Accord）是一个国际气候变化文件，于2009年12月在哥本哈根举行的第15届联合国气候变化大会上通过。
该协议的目的是为了限制全球温室气体排放并减缓气候变化的进程。
本文将详细介绍哥本哈根协议的背景、目标、重点项目以及实施情况。
背景全球气候变化是当前世界面临的一大挑战，气候变暖、海平面上升、极端天气事件等影响已经日益显现。
为了应对这一全球性的问题，联合国气候变化大会于1992年通过了《联合国气候变化框架公约》（UNFCCC），旨在统一国际社会对气候变化问题的认识和行动。
然而，在多年的谈判和努力之后，各国之间在减排目标和行动方案上存在很大分歧。
为了推动国际气候谈判进程，联合国气候变化大会决定在哥本哈根举行一次特殊会议，这就是哥本哈根大会。
目标哥本哈根协议的目标是通过限制全球温室气体排放，将全球平均温度升温控制在不超过2摄氏度的目标范围内。
具体来说，协议提出了以下几个主要目标：1.提高发达国家在2020年对温室气体排放的减少目标。
2.为发展中国家提供财务、技术和能力建设援助，以支持其应对气候变化的努力。
3.建立透明、可验证的制度来监测和报告各国减排行动的进展情况。
4.建立一个新的气候基金，用于支持发展中国家应对气候变化的项目和措施。
重点项目为实现哥本哈根协议的目标，各国提出了一系列减排和适应气候变化的重点项目。
以下是其中的一些项目：1.清洁能源转型：各国承诺加强在可再生能源领域的投资和发展，减少对化石燃料的依赖。
2.能效改善：通过技术进步和政策手段，提高能源利用效率，降低能源消耗和碳排放。
3.重新造林和森林保护：通过大规模森林保护和重新造林计划，增加森林碳储量，吸收更多的温室气体。
4.气候变化适应措施：加强城市规划、水资源管理和农业方面的适应措施，应对气候变化带来的灾害和风险。
实施情况自哥本哈根协议通过以来，各国在减排和适应气候变化方面都取得了一些成果。
Declaration of the European Ministers of Vocational Education and Training,and the European Commission,convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational education and training“The Copenhagen Declaration”Over the years co-operation at European level within education and training has come to play a decisive role in creating the future European society.Economic and social developments in Europe over the last decade have increasingly underlined the need for a European dimension to education and training. Furthermore, the transition towards a knowledge based economy capable of sustainable economic growth with more and better jobs and greater social cohesion brings new chal-lenges to the development of human resources.The enlargement of the European Union adds a new dimension and a number of challenges, opportunities and requirements to the work in the field of education and training. It is particularly important that acceding member states should be integrated as partners in future cooperation on education and training initiatives at European level from the very beginning.The successive development of the European education and training programmes has been a key factor for im-proving cooperation at European level.The Bologna declaration on higher education in June 1999 marked the introduction of a new enhanced Euro-pean cooperation in this area.The Lisbon European Council in March 2000 recognised the important role of education as an integral part of economic and social policies, as an instrument for strengthening Europe's competitive power worldwide, and as a guarantee for ensuring the cohesion of our societies and the full development of its citizens. The European Council set the strategic objective for the European Union to become the world’s most dynamic knowledge-based economy. The development of high quality vocational education and training is a crucial and integral part of this strategy, notably in terms of promoting social inclusion, cohesion, mobility, employability and competi-tiveness.The report on the 'Concrete Future Objectives of Education and Training Systems', endorsed by the Stockholm European Council in March 2001, identified new areas for joint actions at European level in order to achieve the goals set at the Lisbon European Council. These areas are based on the three strategic objectives of the report;i.e. improving the quality and effectiveness of education and training systems in the European Union, facilitating access for all to education and training systems, and opening up education and training systems to the wider world.In Barcelona, in March 2002 the European Council endorsed the Work Programme on the follow-up of the Objectives Report calling for European education and training to become a world quality reference by 2010. Furthermore, it called for further action to introduce instruments to ensure the transparency of diplomas and qualifications, including promoting action similar to the Bologna-process, but adapted to the field of vocational education and training.In response to the Barcelona mandate, the Council of the European Union (Education, Youth and Culture) adopted on 12 November 2002 a Resolution on enhanced cooperation in vocational education and training. This resolution invites the Member States, and the Commission, within the framework of their responsibilities, to involve the candidate countries and the EFTA-EEA countries, as well as the social partners, in promoting an increased cooperation in vocational education and training.Strategies for lifelong learning and mobility are essential to promote employability, active citizenship, social in-clusion and personal development1. Developing a knowledge based Europe and ensuring that the European labour market is open to all is a major challenge to the vocational educational and training systems in Europe and to all actors involved. The same is true of the need for these systems to continuously adapt to new developments and changing demands of society. An enhanced cooperation in vocational education and training will be an im-portant contribution towards ensuring a successful enlargement of the European Union and fulfilling the objec-tives identified by the European Council in Lisbon. Cedefop and the European Training Foundation are impor-tant bodies for supporting this cooperation.The vital role of the social partners in the socio-economic development is reflected both in the context of the European social dialogue and the European Social Partners framework of actions for the lifelong development of competences and qualifications, agreed in March 2002. The social partners play an indispensable role in the development, validation and recognition of vocational competences and qualifications at all levels and are part-ners in the promotion of an enhanced cooperation in this area.The following main priorities will be pursued through enhanced cooperation in vocational education and training: 2On the basis of these priorities we aim to increase voluntary cooperation in vocational education and training, in order to promote mutual trust, transparency and recognition of competences and qualifications, and thereby establishing a basis for increasing mobility and facilitating access to lifelong learning.European dimension•Strengthening the European dimension in vocational education and training with the aim of improving closer cooperation in order to facilitate and promote mobility and the development of inter-institutional cooperation, partnerships and other transnational initiatives, all in order to raise the profile of the Euro-pean education and training area in an international context so that Europe will be recognised as aworld-wide reference for learners.Transparency, information and guidance•Increasing transparency in vocational education and training through the implementation and rationali-zation of information tools and networks, including the integration of existing instruments such as the European CV, certificate and diploma supplements, the Common European framework of reference for languages and the EUROPASS into one single framework.•Strengthening policies, systems and practices that support information, guidance and counselling in the Member States, at all levels of education, training and employment, particularly on issues concerning ac-cess to learning, vocational education and training, and the transferability and recognition of compe-tences and qualifications, in order to support occupational and geographical mobility of citizens inEurope.Recognition of competences and qualifications•Investigating how transparency, comparability, transferability and recognition of competences and/or qualifications, between different countries and at different levels, could be promoted by developing ref-erence levels, common principles for certification, and common measures, including a credit transfersystem for vocational education and training•Increasing support to the development of competences and qualifications at sectoral level, by reinforc-ing cooperation and co-ordination especially involving the social partners. Several initiatives on a Com-munity, bilateral and multilateral basis, including those already identified in various sectors aiming atmutually recognised qualifications, illustrate this approach.1Priorities identified in the Resolution on lifelong learning adopted by the Council of the European Union (Education and Youth) on 27 June 20022Priorities identified in the Resolution on the promotion of enhanced European co-operation on vocational education and training approved by the Council of the European Union (Education, Youth and Culture) on 12 November 2002•Developing a set of common principles regarding validation of non-formal and informal learning with the aim of ensuring greater compatibility between approaches in different countries and at different lev-els.Quality assurance•Promoting cooperation in quality assurance with particular focus on exchange of models and methods, as well as common criteria and principles for quality in vocational education and training.•Giving attention to the learning needs of teachers and trainers within all forms of vocational education and training.The following principles will underpin enhanced cooperation in vocational education and training:•Cooperation should be based on the target of 2010, set by the European Council in accordance with the detailed work programme and the follow-up of the Objectives report in order to ensure coherence with the objectives set by the Council of the European Union (Education, Youth and Culture).•Measures should be voluntary and principally developed through bottom-up cooperation.•Initiatives must be focused on the needs of citizens and user organisations.•Cooperation should be inclusive and involve Member States, the Commission, candidate countries, EFTA-EEA countries and the social partners.The follow-up of this declaration should be pursued as follows to ensure an effective and successful implementation of an enhanced European cooperation in vocational education and training:1.Implementation of the enhanced cooperation in vocational education and training shall be a graduallyintegrated part of the follow-up of the objectives report. The Commission will reflect this integrated ap-proach in its reporting to the Council of the European Union (Education, Youth and Culture) within the timetable already decided for the work of the objectives report. The ambition is to fully integrate thefollow-up work of the enhanced co-operation in vocational education and training in the follow-up ofthe objectives report.2.The existing Commission working group, which will be given a similar status to that of the workinggroups within the follow-up of the objectives report, in future including Member States, EFTA-EEAcountries, candidate countries and the European social partners, will continue to work in order to ensure effective implementation and coordination of the enhanced cooperation in vocational education andtraining. The informal meetings of the Directors General for Vocational Training, which contributed to launching this initiative in Bruges 2001, will play an important role in focusing and animating the follow-up work.3.Within this framework the initial focus between now and 2004 will be on concrete areas where work isalready in progress, i.e. development of a single transparency framework, credit transfer in vocationaleducation and training and development of quality tools. Other areas, which will be immediately in-cluded as a fully integrated part of the work of the follow-up of the objectives report organised in eight working groups and an indicator group, will be lifelong guidance, non-formal learning and training ofteachers and trainers in vocational education and training. The Commission will include progress onthese actions in its report mentioned in paragraph 1.The ministers responsible for vocational education and training and the European Commission have con-firmed the necessity to undertake the objectives and priorities for actions set out in this declaration and to participate in the framework for an enhanced cooperation in vocational education and training, including the social partners. A meeting in two years time will be held to review progress and give advice on priorities and strategies.。
认知负荷理论在英汉口译意义听辨教学中的应用赵萌菲【摘要】认知负荷理论从认知学角度出发,认为在处理新信息时工作记忆容量非常有限.Gile提出的口译认知负荷模式也指出口译所需的注意力总量必须小于译员脑力所能提供的注意力总量.在交替口译课堂上应整合教学资源,正确使用意义听辨训练方法,在口译学习第一阶段减少外部认知负荷,建立相关性认知负荷,提高口译意义听辨效率.【期刊名称】《安徽工业大学学报（社会科学版）》【年(卷),期】2016(033)001【总页数】3页(P63-65)【关键词】认知负荷理论;认知负荷模式;交替口译;意义听辨【作者】赵萌菲【作者单位】安徽工业大学外国语学院,安徽马鞍山 243002【正文语种】中文【中图分类】H319.3口译是通过口头表达形式，将所感知和理解的信息准确而又快速地由一种语言形式转换成另一种语言形式，进而达到完整、快速传递信息的交际行为，是现代社会跨文化交流的一种基本沟通方式。
口译过程可具体分为：接收、解码、记录、编码和表达这五个阶段。
[1]接收即源语言语音符号输入，译员需要对输入的源语言进行感知并理解，同时用目的语将其意义“准”、“顺”、“快”地表达出来。
意义听辨是口译活动的第一阶段，笔者以认知负荷理论为指导，结合Gile口译认知负荷模式，探讨提高意义听辨能力的教学实践方法。
认知负荷是指在处理新信息时工作记忆所需的总容量。
认知负荷理论由John Sweller在对问题解决的研究基础之上而提出。
Sweller指出，图式习得和认知处理容量在学习中扮演重要角色。
[2]在教学中应减少使用问题-解决学习模式，多使用自由目标模式，促进图式获得和规则自动化，避免由问题-解决模式带来的工作记忆量加大等不必要的认知负荷。
[3]认知负荷主要分为三类：内部认知负荷、外部认知负荷和相关性认知负荷。
内部认知负荷取决于学习材料的本质，由学习材料内部元素的数量和它们之间的连接性决定，需同时处理的内部元素越多，内部认知负荷就越大。
哥本哈根宣言(The Copenhagen Declaration)
刘育锋
【期刊名称】《中国职业技术教育》
【年(卷),期】2005(000)014
【摘要】多年来，欧洲教育与培训领域中的合作，在创造未来欧洲社会的过程中已起到决定性作用。
【总页数】2页(P43-44)
【作者】刘育锋
【作者单位】教育部职业技术教育中心研究所,北京,100816
【正文语种】中文
【中图分类】G4
【相关文献】
1.爱的宣言卡地亚DECLARATION全新腕表系列 [J],
2.1992年《关于南中国海的东盟宣言》（Declaration on the South China
Sea[ASEAN]1992）（文莱／印度尼西亚／马来西亚／菲律宾／新加坡／泰国）[J], 迈克尔·利弗
3.1976年《东盟协调一致宣言》（Declaration of ASEAN Concord 1976）（印度尼西亚／马来西亚／菲律宾／新加坡／泰国） [J], 迈克尔·利弗
4.附：2017版《日内瓦宣言》（WMA Declaration of Geneva）及参考译文 [J], 赵丽;鲁春丽
5.新赫尔辛基宣言(Declaration of Helsinki) [J], 李辉
因版权原因，仅展示原文概要，查看原文内容请购买。
哥本哈根协议全文（中英对照）2009-12-25 来源:未知【大中小】我要投稿划词已开启哥本哈根联合国气候变化大会当地时间18日达成协议文本，文本篇幅很短，简明扼要地列出了12个条款，符合此前预期。
文件没有提及各国的具体温室气体减排目标。
以下是协议文本全文：Full text of the Copenhagen AccordThe Heads of State, Heads of Government, Ministers, and other heads of delegation present at the United Nations Climate Change Conference 2009 in Copenhagen,各国领导人、政府首脑、官员以及其他出席本次在哥本哈根举行的联合国2009年气候变化会议的代表：In pursuit of the ultimate objective of the Convention as stated in its Article 2,Being guided by the principles and provisions of the Convention,Noting the results of work done by the two Ad hoc Working Groups,Endorsing decision x/CP.15 on the Ad hoc Working Group on Long-term Cooperative Action and decision x/CMP.5 that requests the Ad hoc Working Group on Further Commitments of Annex I Parties under the Kyoto Protocol to continue its work,Have agreed on this Copenhagen Accord which is operational immediately.为最终达成本协议第二款所述的会议目标，在会议原则和愿景的指引下，考虑到两个特别工作组的工作成果，我们同意特别工作组关于长期合作行动的x/CP.15号决议，以及继续按照特别工作组x/CMP.5号决议要求，履行附录I根据《京都议定书》列出的各方义务。
《哥本哈根协议》英文阅读《哥本哈根协议》英文阅读《哥本哈根协议》主要是就各国二氧化碳的排放量问题，签署协议，根据各国的GDP大小减少二氧化碳的'排放量。
以下是店铺为大家整理的《哥本哈根协议》英文阅读相关内容，仅供参考，希望能够帮助大家。
Working late into the night, negotiators from the world's nations agreed in principle to attempt to limit the global postindustrial temperature rise to 2 degrees Celsius. Steve Mirsky reports, with Christina Reed in CopenhagenAn accord, of sorts, in Copenhagen. UNESCO’s Christina Reed:“So it got really tense, [Danish prime minister Lars Loekke] Rasmussen had the gavel in the air and said, ‘It looks like we don’t have a consensus, I hate to do this but,’ and as he was about to pound, the U.K.’s Ed Miliband, negotiator, said, ‘I call for an adjournment,’ and so th ey adjourned, and everyone broke and they adjourned. This short adjournment lasted about two hours, they met off the floor to discuss this a little bit more in person. It was face-to-face arm wringing, it was ‘let’s get this done, let’s move this ahead.’ U ltimately it was Ban Ki-moon of the United Nations working very diligently.”The world’s nations will try to limit postindustrial temperature rise to 2 degrees Celsius. [Reed:]“It’s not perfect, it’s not a perfect document, several things that they wanted are left out, but they believe it’s a process that’s going to help them move forward, it’s going to start mobilizing the financial agreements, it’s providing a small architecture that can be built.”—Steve Mirsky。
何建坤解读《哥本哈根协议》
佚名
【期刊名称】《中国海事》
【年(卷),期】2010(000)002
【摘要】@@ 何建坤,男,1945年生,河北安平人,清华大学校务委员会副主任、低碳能源实验室主任、管理科学与工程专业教授、博士生导师;中国气候变化专家委员会副主任,中国能源研究会副理事长兼能源系统工程专业委员会主任.1994-2007年曾任清华大学副校长、常务副校长.
【总页数】2页(P27-28)
【正文语种】中文
【相关文献】
1.中国气象局局长郑国光解读《哥本哈根协议》 [J], 李忠发
2.国际气候变化制度的未来蓝图——从《哥本哈根协议》到《坎昆协议》 [J], 桑德琳·马龙-杜波依斯;凡妮莎·理查德
3.申建坤:r加强本土化创新促进行业进步r——访艺康(中国)大中华区研发中心总监申建坤 [J],
4.中国气象局局长郑国光解读《哥本哈根协议》 [J], 李忠发
5.中国气象局局长郑国光：解读《哥本哈根协议》 [J], 李忠发
因版权原因，仅展示原文概要，查看原文内容请购买。
Declaration of the European Ministers of Vocational Education and Training,and the European Commission,convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational education and training“The Copenhagen Declaration”Over the years co-operation at European level within education and training has come to play a decisive role in creating the future European society.Economic and social developments in Europe over the last decade have increasingly underlined the need for a European dimension to education and training. Furthermore, the transition towards a knowledge based economy capable of sustainable economic growth with more and better jobs and greater social cohesion brings new chal-lenges to the development of human resources.The enlargement of the European Union adds a new dimension and a number of challenges, opportunities and requirements to the work in the field of education and training. It is particularly important that acceding member states should be integrated as partners in future cooperation on education and training initiatives at European level from the very beginning.The successive development of the European education and training programmes has been a key factor for im-proving cooperation at European level.The Bologna declaration on higher education in June 1999 marked the introduction of a new enhanced Euro-pean cooperation in this area.The Lisbon European Council in March 2000 recognised the important role of education as an integral part of economic and social policies, as an instrument for strengthening Europe's competitive power worldwide, and as a guarantee for ensuring the cohesion of our societies and the full development of its citizens. The European Council set the strategic objective for the European Union to become the world’s most dynamic knowledge-based economy. The development of high quality vocational education and training is a crucial and integral part of this strategy, notably in terms of promoting social inclusion, cohesion, mobility, employability and competi-tiveness.The report on the 'Concrete Future Objectives of Education and Training Systems', endorsed by the Stockholm European Council in March 2001, identified new areas for joint actions at European level in order to achieve the goals set at the Lisbon European Council. These areas are based on the three strategic objectives of the report;i.e. improving the quality and effectiveness of education and training systems in the European Union, facilitating access for all to education and training systems, and opening up education and training systems to the wider world.In Barcelona, in March 2002 the European Council endorsed the Work Programme on the follow-up of the Objectives Report calling for European education and training to become a world quality reference by 2010. Furthermore, it called for further action to introduce instruments to ensure the transparency of diplomas and qualifications, including promoting action similar to the Bologna-process, but adapted to the field of vocational education and training.In response to the Barcelona mandate, the Council of the European Union (Education, Youth and Culture) adopted on 12 November 2002 a Resolution on enhanced cooperation in vocational education and training. This resolution invites the Member States, and the Commission, within the framework of their responsibilities, to involve the candidate countries and the EFTA-EEA countries, as well as the social partners, in promoting an increased cooperation in vocational education and training.Strategies for lifelong learning and mobility are essential to promote employability, active citizenship, social in-clusion and personal development1. Developing a knowledge based Europe and ensuring that the European labour market is open to all is a major challenge to the vocational educational and training systems in Europe and to all actors involved. The same is true of the need for these systems to continuously adapt to new developments and changing demands of society. An enhanced cooperation in vocational education and training will be an im-portant contribution towards ensuring a successful enlargement of the European Union and fulfilling the objec-tives identified by the European Council in Lisbon. Cedefop and the European Training Foundation are impor-tant bodies for supporting this cooperation.The vital role of the social partners in the socio-economic development is reflected both in the context of the European social dialogue and the European Social Partners framework of actions for the lifelong development of competences and qualifications, agreed in March 2002. The social partners play an indispensable role in the development, validation and recognition of vocational competences and qualifications at all levels and are part-ners in the promotion of an enhanced cooperation in this area.The following main priorities will be pursued through enhanced cooperation in vocational education and training: 2On the basis of these priorities we aim to increase voluntary cooperation in vocational education and training, in order to promote mutual trust, transparency and recognition of competences and qualifications, and thereby establishing a basis for increasing mobility and facilitating access to lifelong learning.European dimension•Strengthening the European dimension in vocational education and training with the aim of improving closer cooperation in order to facilitate and promote mobility and the development of inter-institutional cooperation, partnerships and other transnational initiatives, all in order to raise the profile of the Euro-pean education and training area in an international context so that Europe will be recognised as aworld-wide reference for learners.Transparency, information and guidance•Increasing transparency in vocational education and training through the implementation and rationali-zation of information tools and networks, including the integration of existing instruments such as the European CV, certificate and diploma supplements, the Common European framework of reference for languages and the EUROPASS into one single framework.•Strengthening policies, systems and practices that support information, guidance and counselling in the Member States, at all levels of education, training and employment, particularly on issues concerning ac-cess to learning, vocational education and training, and the transferability and recognition of compe-tences and qualifications, in order to support occupational and geographical mobility of citizens inEurope.Recognition of competences and qualifications•Investigating how transparency, comparability, transferability and recognition of competences and/or qualifications, between different countries and at different levels, could be promoted by developing ref-erence levels, common principles for certification, and common measures, including a credit transfersystem for vocational education and training•Increasing support to the development of competences and qualifications at sectoral level, by reinforc-ing cooperation and co-ordination especially involving the social partners. Several initiatives on a Com-munity, bilateral and multilateral basis, including those already identified in various sectors aiming atmutually recognised qualifications, illustrate this approach.1Priorities identified in the Resolution on lifelong learning adopted by the Council of the European Union (Education and Youth) on 27 June 20022Priorities identified in the Resolution on the promotion of enhanced European co-operation on vocational education and training approved by the Council of the European Union (Education, Youth and Culture) on 12 November 2002•Developing a set of common principles regarding validation of non-formal and informal learning with the aim of ensuring greater compatibility between approaches in different countries and at different lev-els.Quality assurance•Promoting cooperation in quality assurance with particular focus on exchange of models and methods, as well as common criteria and principles for quality in vocational education and training.•Giving attention to the learning needs of teachers and trainers within all forms of vocational education and training.The following principles will underpin enhanced cooperation in vocational education and training:•Cooperation should be based on the target of 2010, set by the European Council in accordance with the detailed work programme and the follow-up of the Objectives report in order to ensure coherence with the objectives set by the Council of the European Union (Education, Youth and Culture).•Measures should be voluntary and principally developed through bottom-up cooperation.•Initiatives must be focused on the needs of citizens and user organisations.•Cooperation should be inclusive and involve Member States, the Commission, candidate countries, EFTA-EEA countries and the social partners.The follow-up of this declaration should be pursued as follows to ensure an effective and successful implementation of an enhanced European cooperation in vocational education and training:1.Implementation of the enhanced cooperation in vocational education and training shall be a graduallyintegrated part of the follow-up of the objectives report. The Commission will reflect this integrated ap-proach in its reporting to the Council of the European Union (Education, Youth and Culture) within the timetable already decided for the work of the objectives report. The ambition is to fully integrate thefollow-up work of the enhanced co-operation in vocational education and training in the follow-up ofthe objectives report.2.The existing Commission working group, which will be given a similar status to that of the workinggroups within the follow-up of the objectives report, in future including Member States, EFTA-EEAcountries, candidate countries and the European social partners, will continue to work in order to ensure effective implementation and coordination of the enhanced cooperation in vocational education andtraining. The informal meetings of the Directors General for Vocational Training, which contributed to launching this initiative in Bruges 2001, will play an important role in focusing and animating the follow-up work.3.Within this framework the initial focus between now and 2004 will be on concrete areas where work isalready in progress, i.e. development of a single transparency framework, credit transfer in vocationaleducation and training and development of quality tools. Other areas, which will be immediately in-cluded as a fully integrated part of the work of the follow-up of the objectives report organised in eight working groups and an indicator group, will be lifelong guidance, non-formal learning and training ofteachers and trainers in vocational education and training. The Commission will include progress onthese actions in its report mentioned in paragraph 1.The ministers responsible for vocational education and training and the European Commission have con-firmed the necessity to undertake the objectives and priorities for actions set out in this declaration and to participate in the framework for an enhanced cooperation in vocational education and training, including the social partners. A meeting in two years time will be held to review progress and give advice on priorities and strategies.。
