'EU vision for Vocational Education and Training towards 2020 and challenges and trends in continuing development of skills'

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1 'EU vision for Vocational Education and Training towards 2020 and challenges and trends in continuing development of skills' Skills Monitoring in European Regions and Localities Krakow, 12 October 2012 Joanna Basztura Directorate General Education and Culture European Commission 1

2 Plan of the presentation Bruges Communiqué Challenges and trends in continuing development of skills - Survey Report Study on apprenticeships 'Rethinking education' communication New education programme Erasmus for all

3 Bruges Communiqué - On 7 December 2010, European Ministers for vocational education and training (VET), the European Social Partners and the European Commission adopted the Bruges Communiqué on enhanced European cooperation in VET for In response to severe financial crisis and (youth) unemployment rates, Europe's needs a flexible workforce that can respond to developments in the green economy, increased competition and rapid technological change, ageing population and high percentage to low skilled workers Proposes concrete measures for Member States and European Commission to modernise VET systems and make them attractive for learners and parents, help young people find employment or continue their studies Sets objectives and deliverables 3

4 Bruges Communiqué - Objectives I. IM PROVING THE QU ALIT Y AND EFFICIEN CY OF VET AND ENH ANCING ITS ATTR ACTIVENESS AND RELEV ANCE 1. Making I-VET an attractive learning option 2. Fostering the excellence, quality and relevance of both I-VET and C-VET (e.g. Quality assurance in line with EQAVET, quality of teachers, trainers, labour market relevance) 3. Enabling flexible access to training and qualifications (continuing training, facilitation to pathways to higher VET) 4. Developing a strategic approach to internationalisation of I-VET a and C-VET and promoting mobility (cross border cooperation, use of European transparency tools (EQF, ECVET, Europass), promotion of foreign languages 5. Fostering innovation, creativity and entrepreneurship as well as the use of ICT (both in I-VET and C-VET), e.g. support to start-ups for VET graduates and mobility of young entrepreneurs, forming of knowledge partnerships between VET providers and enterprises, HE institutions, design centres and cultural sector 4

5 Bruges Communiqué II. PROMOTING EQUIT Y, SO CIAL COHESION AND ACTIVE CITI ZENSHIP 6. Realising inclusive I-Vet and C-VET( key competences alongside with vocational competences, reduction of early school leaving through more work-based learning, access to VET for groups at risk) III. TR ANSVERS AL OBJECTIVES 7. Greater involvement of VET stakeholders and greater visibility for the achievements of European cooperation in VET 8. Coordinated governance of European and national instruments in the areas of transparency, recognition, quality assurance and mobility 9. Intensifying cooperation between VET policy and other relevant policy areas 10. Improving the quality and comparability of data for EU policymaking in VET 11. Making good use of EU support 5

6 Challenges and trends in continuing development of skills - Survey Report Findings of 93 interviews conducted among large European enterprises (81) and a number of labour- and business associations (12) on challenges and practices related to competence development The survey was part of the preparation for the first European Business Forum to be held in Brussels on 7 8 June 2012 under the heading: Challenges and trends in continuing development of skills and career development of the European workforce. It provided an important input for a final assessment of challenges, trends, solutions and best practices in the area of competence development in large European enterprises. 6

7 Survey Report Sector/Number of enterprises: Advanced manufacturing 16 Banking and commerce 15 Automotive 11 Energy 9 Knowledge intensive business 6 ICT 6 Construction 5 Biomedical 4 Other 4 New materials 3 Steel 1 Creative industries 1 Total 81

8 Survey Report - Recommendations - Better quality trainers in Europe Training and trainers are out of date. There should be emphasis on supporting the system as a whole, developing quality trainers as well as developing the training itself. - Develop defined applications for the learning content Harmonisation of learning content should be an objective for the EU. Discussion, guidance, and observation of international trends would allow these objectives to be defined and implemented successfully. - Defining common benchmarks for competence through shared practice The companies felt that the guidance from the EU should focus on defining a common benchmark of competences. These should be developed through share best practice. 8

9 Survey report - Recommendations - Better opportunities for networking between sectors and universities Curriculum development should involve universities as well as the entire value chain. - Need for English language training English language training - Develop IT tools for sophisticated, flexible, and organised training - Further development of higher education opportunities The development of a sophisticated vocational training curriculum is not enough. Objectives should include further development of higher education opportunities. It should include more internships, more vocational skills training within universities, standards of performance within degrees, more soft skills training within universities, life-long learning opportunities that increase the possibility of career rotation, and finally broader partnerships within universities. 9

10 Survey Report Main conclusions European enterprises find themselves in the midst of a number of significant systemic developments, hereunder a financial crisis, an ageing workforce, rapid technological developments, continuing globalization and an increased demand for green products, services and processes. This has led to constantly changing business environments in which the enterprises and their employees must be geared to operate. 10

11 Survey Report - Main conclusions Professional skills not the main problem In relation to professional skills, the challenge is therefore not primarily to close existing gaps, but to ensure that skills are continuously updated for the company to stay ahead in the race and keep up with changes in the market and its surroundings. Skill development clearly beats recruitment Once aware of existing or potential skill gaps among their employees, companies use a mix of different approaches to try and close them. In all but a few sectors, the general strategy attaining the right skills mix is to improve the competences of existing staff rather than to recruit new staff. 11

12 Survey Report - Main conclusions Work-based learning on the rise The enterprises generally use a combination of formal and informal approaches to competence development. Which path is chosen, depends on the learning goals they wish to achieve. Formal training usually only makes up a small part of the total competence development and companies clearly state that the share is gradually getting even smaller. The reason for the increased relative popularity of informal training such as shadowing and mentoring, is that 1) it is considered to provide competences that are better targeted towards the specific goals of the organisation, 2) it is cheaper, 3) both parties learn from it, and 4) it increases social capital and promotes a more widespread appreciation of the entire business (job rotation in particular). 12

13 Survey Report - Main conclusions Companies increasingly handle competence development themselves There is a clear tendency among companies in taking on as much of their competence development internally as they possibly can. If done smart, it is both cheaper and better tailored to the organizational context, making it an attractive option for companies having the resources to invest in setting up an internal training department. External training provision is primarily used when companies seek to promote highly specialised professional skills, whereas broader professional skills are most often provided internally. When it comes to provision of general skills (e.g. language training, computer software training, personal and behavioural training), a large number of companies used to prefer to outsource this task to external providers. Today, such training is also increasingly being handled internally through established internal training departments, which a large majority of large enterprises have. 13

14 Survey Report - Main conclusions External collaboration on competence development is effective but hard Most companies engage in some form of collaboration with external stakeholders on competence development, and all consider it to be highly effective. Companies primarily cooperate with universities and VET providers, but some also engage in collaboration with other companies and customers. Such cooperation takes place at either regional, sector or cluster level. Sector and cluster-based collaboration with other companies and relevant training institutions were considered to be particularly valuable, but companies experienced a number of significant barriers to participation related to administration, logistics, fear of disclosing competitive advantages, etc. 14

15 Survey Report - Main conclusions The EU could play an important role Apart from some financial support through structural funds, the EU was also generally viewed as a party which could potentially play an important role in promoting competence development in large enterprises. Companies generally supported the proposed idea of the EU supporting projects where each sector identifies and communicates its current and future skill needs to education providers. Almost all companies would also potentially be willing to participate in such projects. 15

16 Study on apprenticeships some aggregate figures (2009) In the EU-27 approximately a total of 3.7 million students involved in apprenticeship studies in a strict sense (2009 data) Another 5.7 million students attend other apprenticeshiptype schemes (i.e. mainly school-based VET training with compulsory work-based training). These figures mean that apprenticeship-type students represent approximately 85.2% of total secondary VET students and 40.5% of total secondary students in the EU-27. The countries with the highest numbers of VET students following apprenticeship-type schemes are the largest countries, e.g. Germany, Italy, France, etc. In countries such as Germany or Denmark, the majority of the VET students attend apprenticeship schemes in a strict sense (Dual System) 16

17 Study on apprenticeships VET not equally important VET studies not equally important and attractive in all EU Member States Some Member States (DK, NL, DE), very positive perception about VET studies VET as 'backbones of society and the economy', Key institutional ingredient sustaining the competitive strength and competitiveness of the economy. Other MS where VET studies are less popular or have a poorer image amongst the general population and prospective students (EE, FR, PL, ES, SK, UK), Public initiatives to promote the vocational studies, including strengthening the workplace learning dimension (examples in EE, FR, UK). 17

18 Study on apprenticeships variety of systems All MS: schemes at upper secondary level where workplace training plays a significant role => apprenticeship-type schemes In 24/27 MS: VET schemes which can be labeled as mainly company based (i.e. > 50% of training in companies) -> apprenticeship system in a strict sense. In 18/24 MS, company based apprenticeship coexists with other mainly school-based training schemes 18

19 Study on apprenticeships involvement of actors The State at a central level, usually under the aegis of the Ministry of Education. Social partners (usually through a range of committees). In some countries (i.e. FR, DE, SK, ES), regional and municipal authorities also have a role in establishing and/or complementing existing standards. In other countries (i.e. DK, EE, PL, SK, ES or NL), vocational schools also play a key role in the definition of curricula and educational profiles of apprenticeship-type students. 19

20 Study on apprenticeships - Who decides company participation? Denmark: Estonia: France: Germany: Poland: Slovakia: Spain: Trade committee of respective branch Vocational schools Chambers Special bipartite VT committee Vocational schools Vocational Training Institutions Training centre Netherlands: 17 sector VET knowledge centres United Kingdom: Very few requisites for employers 20

21 Study on apprenticeships - Some crisis effects - Increased number of students interested in pursuing VET in some countries (DK, EE, ES). Reason Negative youth employment situation. - Downward trend in the amount of apprenticeships and in-company training placements offered by enterprises (DK, EE, FR, DE, ES, NL,UK) Economic crisis, uncertain economic climate Reluctance of employers to take on apprentices Public expenditure pressures and reduced resources to the promotion of apprenticeship-type schemes (i.e. EE)side effects: - Possible use of apprenticeship students as a kind of cheap labour. - Increasing share of experienced unemployed professionals who try to find a job through an apprenticeship period. 21

22 Study on apprenticeships - Wide range of challenges Need for improvement of the general image of VET, especially in some countries Balance between school-based (mainly theoretical) and enterprise-based (mainly practical) training Balance between occupational skills and generals skills (maths, language, communication skills, foreign languages, etc) Importance of learning how to learn and long life employability Quality standards of work-based training: Homogeneity amongst companies Homogeneity amongst specialities/branches Inclusion challenges: How to avoid cheap labour situations? => regulation and control of working conditions What to do with students with difficulties to obtain an apprenticeship place in a company (early school leavers, students with low academic skill, )? What to do with expected demographic developments in Europe? Ageing and immigration (ethnic diversity issues) Gender aspects Predominance of one gender in many apprenticeship specialities 22

23 Rethinking education communication A blueprint to invest in the skills of the future for better economic and social outcomes Discussions include the need to increase apprenticeships and work based learning, designing and delivering VET excellence, financing on VET and new demands and potential of VET To be published in November

24 A streamlined architecture : 3 Key actions Lifelong Learning Programme Grundtvig Erasmus Leonardo Comenius Existing programmes International higher education programmes: Erasmus Mundus, Tempus, Alfa, Edulink, Bilateral Programmes Youth in Action Programme A single integrated programme Total budget: 19 billion over 7 years 1. Learning Mobility Erasmus for All 2. Co-operation projects 3. Policy Support Education and Culture Specific activities: Jean Monnet Date: in 12 pts Sport

25 Key action 1: Learning mobility of individuals Key action 2: Co-operation for innovation and good practices Key action 3: Support for policy reform - Staff: teachers, trainers, school leaders and youth workers - Students: HE students (including joint/double degrees) and VET Students - Masters Students: Erasmus Masters via a new loan guarantee mechanism - Youth mobility: volunteering and youth exchanges -Strategic partnerships between education institutions (or between youth organisations) and/or relevant actors - Knowledge Alliances : Large-scale partnerships between higher education / training institutions and businesses - Sector Skills Alliances - IT support platforms, including e- Twinning - Capacity building in third countries, focus on Neighbourhood countries - Support to Open Method of Coordination (ET 2020, EU youth strategy) - EU transparency tools: valorisation and implementation - Policy dialogue with stakeholders, third countries, international organisations Priority Activities 25

26 For more information - Bruges Communiqué: - Study on apprenticeships - Rethinking education to be published later in 2012, visit the EC website: - Erasmus for all 26

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