maastricht 2004

Thessaloniki, 19 Nov. 2007 PLA Evidence-based policy making Guidance

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High on the EU policy agenda: Moving more smoothly from education and training into the world of work

Eleonora Schmid

Maastricht 2004

Lisbon 2000

Copenhagen 2002

Helsinki 2006


2

Content

Contextual challenges education and training closely linked to

employment, social and economic policies

Copenhagen-Maastricht-Helsinki

How Cedefop supports the process

High level of youth unemployment

Labour force by educational attainment 15-24 year-olds, 2006

EU-27 low medium high

Unemployed in % 21,2 15.5 13.7

Labour force by educational attainment 15-24 year-olds, 2006

Unemployed in % 10.1 7.2 4.1


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In nearly 50% of the EU countries, more than 2/3 of the 15-24 year-olds not in education not working

Finding employment can take more than 2 years

School leavers with non-matching job more likely to be part-timers


4

! 80 million Europeans formally low skilled

13

16

30

26

16

11

36

4947 47

44

39

34 34

38 38

23

30

44

55

31

0

20

40

60

USA Japan EU27 Korea Canada Russian Fed. Australia

Low skilled Upper/post-secondary education Tertiary education

Educational attainment of adult population aged 25-64, 2003/2006

EU27: 2006; Australia, Canada, Korea, USA: 2004; Japan, Russian Fed.: 2003 Sources: Eurostat (EU27); OECD, 2006 (other countries); countries sorted by attainment of upper/post-secondary education

Europe’s skill level scores: low skills: highhigh skills: lowintermediate skills: strong (mostly through VET)

skilled & highly skilled jobs in demandwithin 10 years:

- 9% jobs for low skilled workers + 31% for medium

+ 58% for high skilled

right skill mix for Europe requiressecondary & tertiary level qualifications


5

40

45

50

55

60

65

70

2005 2010 2015 2020 2025 2030

Source: P opulation projection 2004, Eurostat, baseline variant.

Population in EU25 aged 15 to 24 and 55 to 64, 2005-2030 (in million)

The demographic time bomb

labour market more dependent on: older workers, women re-enteringthe labour market, migrants

2 million fewer learners insecondary & tertiary VET

anticipate skill needs

validate non-formal learning

systemic changes: betterquality in initial/continuing VET,skills development for adults

- 9 million15-24 year-olds

+ 14 million 55 -64 year olds

by 2030 …

Europe risks wasting its potential


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malesfemales

Participation in lifelong learning in EU-27, by sex, age groups and educational level (2006)

0.0

5.0

10.0

15.0

20.0

25.0

30.0

Total25-64

Total25-64

25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 Total25-64

25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64

%Low Medium High

learning deficits add up the older people are, the less

they participate in learning


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Which jobs are in demand? (EU27)

• Skilled and higher skilled occupations: 2/3 of jobs • Still significant share of low and semi-skilled jobs (1/3)• Sectors: high skills in services (80%),

medium in industry (71%), lowest in agriculture (53%)

38.0%

24.3%

27.8%

9.9%High-skilled non-manual

Elementary

Skilled manual

Low-skilled non-manual

Occupational structure2006

4729 21

4754

47

6 1733

0%

25%

50%

75%

100%

Agriculture Industry Services

Low Medium High

Sectoral qualification structures 2005


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More medium & VET skills needed?

• EU: A significant share of the future workforce will need vocational skills and competences.(Helsinki Communiqué, 2006)

• By 2015, France will require practitioners including in more traditional jobs (at intermediate level) in which there is already a skills shortage. (Chardon and Estrade, 2007- draft)

• China: ‘It is often overlooked that we need more highly qualified skilled workers and experienced technicians.’ (Xu Zhihong, President of the Beijing University, 2007)


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Higher skills in elementary occupations: overqualification or higher demands?

100

200

300

400

1998 1999 2000 2001 2002 2003 2004 2005 2006

Medium

Low

High

Elementary occupations: employment change 1998 - 2006 by educational attainment, EU15 (1998 = 100)

Source: Eurostat (Labour Force Surveys) 1998 = 100

Wrong skills or wrong jobs?


10


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Can guidance & counselling be the fix?

At the heart of employment, youth, social welfare, education and training policies

Prevent drop outs Get people back into education & training Advise on up-skilling/progression opportunities Help identify employment opportunities,

select the job that matches

Catering for: pupils, adults, high potentials, young and adult people at risk/at the margin, those without qualifications, those from higher education, those made redundant, those wanting to return…


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Copenhagen – Maastricht – HelsinkiCopenhagenDeclaration

2002

Strengthen the European dimension

Improve transparency, information & guidance systems

Recognise competences & qualifications

Promote quality assurance

MaastrichtCommuniqué

2004:national

&EU-level

priorities

Put Copenhagen tools into practice(quality assurance, validation, guidance & counselling; Europass)

Improve public/private investments, training incentives, use of EU funds

Address the needs of groups at risk

Develop flexible & individualised pathways, progression

Strengthen VET planning, partnerships, identify skill needs

Develop pedagogical approaches & learning environments

Expand VET teachers’ & trainers’ competence development

EQF, ECVET; identify TT learning needs; improve VET statistics

HelsinkiCommuniqué

2006

Improve image, status, attractiveness of VET; good governance

Develop further, test & implement common tools by 2010(EQF, ECVET, CQAF/ENQA-VET, Europass)

More systematic mutual learning; more & better VET statistics

Take all stakeholders on board to put Copenhagen into place


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In 2006 most countries report progress:

National qualifications frameworks (NQF) Validation of non-formal and informal learning Quality improvement and assurance – CQAF Integrating learning with working Access and equity Guidance and counselling


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educational / VET standards

competence-based curricula

assessing learning outcomes

entrepreneurship

language learning

Guidance & counselling is part and parcel…

8 COMMON REFERENCE

LEVELS

Developing NQF …• linked to emphasis on learning outcomes


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……closely linked to

Validating non-formal and informal learning

Slow but steady progress in valuing what people have learned at work and elsewhere to:

improve lifelong learning opportunitiesalso in higher

education for non-traditional learners

make VET systems more flexible

improve employability and career


16

Integrating learning with working providing learner-need oriented and individualised

pathways work-based training to attract and retain ‘non-academic’

learners marrying theory and practice to develop high skills

New types of apprenticeship and traineeships in: initial and continuing training higher education (designed by institutions and industry) active labour market measures

VET for excellence and inclusion


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Ensuring access and equity Progress in:

preventing drop out from initial VET enabling low qualified and migrants to acquire skills

giving all employed chance for continuing training

Guidance and counsellingProgress in improving access and quality to:

assist disadvantaged help the young to make right VET choice

Tools: electronic information systems

11 countries (intend to) use Europass for guidance

Supporting individuals & those at risk


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The Helsinki Communiqué 2006 reviewing the priorities and strategies of the Copenhagen

Process

European and national VET policies should ensure

young people acquire the knowledge, skills, attitudes and values necessary for further learning and employability

to reduce drop put and facilitate school-to-work transition

skills and competences for adults

recognition of prior learning

provision of training and learning opportunities, including for disadvantaged people

investments in skills and shared funding

training should be more efficient and demand-driven


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guidance & counselling flexible & individualised pathways, progression,

skills developments for adultsclose link to working life, learning at the workplace recognition of non-formal & informal learningskills competitions

Improve the attractiveness and quality of VET


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To make informed decisions we need …

joint efforts to collect more, more accurate and more reliable statistical data

comprehensive and joint initiatives to identify and anticipate skill needs

research to evaluate policy impact and prepare VET for future challenges


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How Cedefop supports the process

research, statistics, policy analysis (government & social partner policies,…)

looking at VET as an interface between education, youth, employment, social & economic policies

EQF, ECVET, quality assurance (CQAF) Europass, guidance & counselling teachers & trainer development study visits & peer learning activities

monitoring progress – next review in 2008self-assessment DGVT & Refernetalso guidance & counselling question(s)

25-26 June 2007, Brussels Forum on Restructuring: Anticipation of Change

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Skillsnet webpage:

www.trainingvillage.gr/skillsnet


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Thank you for your attention !

www.cedefop.europa.euwww.trainingvillage.gr

Cedefop’s AGORA event

21- 22 February 2008:

‘Skills for Europe’s future’

Conference to present and discuss: findings on future skill needs at EU,

sectoral and enterprise-level

maastricht 2004

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