achieving the lisbon goals; the contribution of vet anneke westerhuis 8 september 2005
TRANSCRIPT
Achieving the Lisbon goals; the contribution of VET
Anneke Westerhuis
8 September 2005
for Europe’s economic and social agenda VET is an instrument
- Europe’s aim is to become a global player
- Europe’s education strategy
The contribution of VET
• increasing participation in education • raising education levels • creating smooth transitions into the labour
market • facilitating lifelong employability
Two topics
• How is VET doing?
• The Challenges for VET
How is VET doing (1)?
• How is CVET doing ?
Participation in Education and Training 25 – 64
0
5
10
15
20
25
30
35
40
1999 2000 2001 2002 2003 2004
EU 25
EU 15
Euro zone
Finland
Sweden
UK
The Netherlands
Ireland
Germany
Participation in continuing training by age
• 14% of 25-29 year olds participate in E&T • 8% of 40-44 year olds participate in E&T • 4% of 55-65 year olds participate in E&T
How to raise participation in Lifelong Learning?
• Europe’s answer: to stimulate investment in learning and certification
• The need for innovative answers
How is VET doing (2)?
• In 2003 76.6% of the 20-24 years olds completed upper secondary education
• The 2010 benchmark is 85%
25-34 year olds graduated at ISCED levels 5 and 6 (in %)
0
10
20
30
40
50
60
1991
2002
How to raise participation in VET?
• A raise in participation does not come automatically• Seven strategies to raise the attractiveness of VET,
as an alternative to general education and as an alternative to early school leaving:
* occupational oriented programmes in higher education * higher education is accessible for students with a VET qualification* pedagogical reform * diversification of routes and programmes * guidance and counselling systems * integration of vocational subjects in general programmes and vice
versa* information and promotion campaigns
The challenges for VET are enormous:
• reconstruction of the labour market• marginalisation of the lower educated• demographic changes• higher (private) investments in learning• the risk of increasing inequality
similarities between the organisation of work and the organisation of learning
• The artisan concept• Mass production and mass education• Learning in the knowledge economy
Learning in the knowledge economy
• New concepts of knowledge for VET • New concepts for learning environments• The organisation of learning as a negotiation
process• the active role of the learner
Dynamic interactions between VET’s four supporting actors:
VET institutes
The state Trade unions
The industry
1
3
2
4
Conclusions
1) new contract relations, new governance concepts, focus on output assessment, deregulation,
2) new organisation concepts, new professional roles, working conditions
3) arrangements for lifelong learning and the role of VET
4) VET’s role in economic growth is challenged by the developments in the economic infrastructure
Anneke westerhuis
073-6 800 716
Pettelaarpark 1 5200BP ‘s-Hertogenbosch
Postbus 1585 www.cinop.nl