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Ali Rashidi

DirectorInternational projectFolkuniversitetet Uppsala - Sweden

Human Resource Development &

the role of Vocational Education and Training

“Global changes from a regional perspective”

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Agenda for workshop

1. Global trends towards knowledge society 2. European Agenda3. The role of vocational education & Training (VET)4. New European model for VET for transfer of innovation5. Belarusian – Swedish cooperation in VET6. European Association for VET-providers

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On the way to the knowledge society

• Industrial Society- Standard programs- Distinction head-hands

- Knowledge and skills more or less closed

- Education and training in one institution

- Differences between students deviation of the standard

- Vertical hierarchy

• Knowledge Society - Individual learning trajectories- Head-hands-heart integrated by

competences- Knowledge and skills stream

- Open learning environments

- Differences are the starting point- Horizontal organisation

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Some trends in the Labour Market of EU-27

Changes in labour force by age up to 2020: 15 - 24 - /- 4 million 25 - 34 -/- 1 million 35 – 44 - /- 2,5 million 45 – 54 + 2 million 55 – 64 + 6 million

Demographic tendencies: Northern Europe: stable decrease

Result: additional constraints on organizations policyNeed: adapt HRM policy

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5

-6 -4 -2 0 2 4 6 8 10 12 14

Legislators, senior officials and managers

Professionals

Technicians and associate professionals

Clerks

Service workers and shop and market sales workers

Skilled agricultural and fishery workers

Craft and related trades workers

Plant and machine operators and assemblers

Elementary occupations

Change 2006-2020 in million jobs

Expansion demand (net change)

Replacement demand

Towards knowledge-intensive occupations…

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8.3

2.4

0.8

0.9

3.3

1.1

1.5

3.6

-0.4

-2.3

-1.0

-4.8

-5 0 5 10

High-skilled non-manualoccupations

Low-skilled non-manualoccupations

Skilled manualoccupations

Elementary occupations

High qualification

Medium qualification

Low qualification

Net change 2006 - 2015

million jobs

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Some Dilemma’s regarding employability

All efforts at individual side? All initiative at individual side? Or Forced learning?Individual choices, motives <–> organizational context, goals; Flexibility (broad) versus specialism;Need for security and stability of worker;Who’s problem?

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Government

Forum for collaboration

Non-governmental organisations

Companies

Educational community

The context of life-long-learning

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“A regional development strategy based on improved quality and availability of education and training can engender, by contrast, a virtuouscircle in which skills development fuels innovation, productivity increase and enterprise development, technological change, investment, diversification of the economy, and competitiveness that are needed to sustain and accelerate the creation of more and better jobs”International Labour Conference, 2008, International Labour Office Geneva

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Educationalorganization

Cor

pora

tions

SMEs

Regional

authorities

EconomyEmployment

Innovations

Sust

aina

ble

Dev

elop

men

t

Life

-long

Lea

rnin

g

The concept of life-long-learning

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Main issues:

Partnership development: how to establish a partnership of diverse stakeholders in adult education (especially authorities, NGOs and businesses);

Methodology of adult education: how to organise training of trainers and turn them into multiplicators of new approaches in education;

Creating an efficient adult education lobby: how to launch sustainable systemic changes in adult education that would affect legislation and governmental policies;

Integration into international processes:, how to incorporate international standards and requirements into national educational doctrines.

VET as a necessary element of Knowledge Society

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Administrative-legal

Organisational and environment

Competence-basedVET

Program and curriculum

Professional

Pedagogic-didactic

The wheel of flexibility

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Strong cooperation between Public authorities, Business and Education is precondition

1. We need high quality institutions with a clear focus on sectors and a high degree of flexibility notably in their interaction with sectors in order to cope with ever faster technological changes & consequences of demographic changes

2. Local level is of utmost importance: cooperation between companies and local institutions.

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A framework for employer engagement

Sustained interaction between employer and the planners and providers of learning

Employer as strategic partner

Job-Skill Toolbox

Purchases diagnostic services and skills development from LSC funded providers

Employer as consumer

CQAF-VET 2

Provides leadership through involvement in the design, development, management, delivery and assessment of learning

Employer as stakeholder

CQAF-VET

FeaturesType of engagement

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Stimulating and impeding factors

• Stimulating factors- Sharing of knowledge through

cooperation and networking- Clear frameworks- Bottom up approach- Adequate organisational and

financial conditions- Adequate project management- Linking up with running

innovations- Looking for regional nearness- Cultural aspects

• Impeding factors- Law and regulations- Image forming- Relation with trade and

business more difficult in economic heavier times

- Complexity in content and regional complexity

- Complexity of broad, multilateral networks of cooperation

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Market research and Curriculum development new VET

Business Sector

Demand For new

skill

Individualcompanies

Individualcompanies

BusinessAssociations

BusinessAssociations

MediaMedia

Other Other

AVE providers

Draft AVE curricula

Draft AVE curricula

Questionnaire Direct contact

Implemented AVE curriculaImplemented AVE curricula

Correction Improvement

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Organisational structure of new VET

BusinessrepresenARSTAives

BusinessrepresenARSTAives

PublicAuthorities

PublicAuthorities

Studentrepresentatives

Studentrepresentatives

Teacher representatives

Teacher representatives

FinalAVE curriculum

FinalAVE curriculum

AVE providersAVE training

processAVE training

process

AVEManagement board

AVEManagement board

Implementation

responsibilityD

ecision

Making

Reporting

Continuous

improvem

ent

Con

tinuo

us

inpu

t

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New model for VET

Demand for a new AVE program

Demand for a new AVE program

AVE providerAVE providerLabourMarketLabourMarket

draft AVE curriculum

draft AVE curriculum

Definition of demanded skill

Step 1Step 2

Step 3 Step 4

Demand for new skill

IMPLEMENTATION OF AVEFinal AVE curriculum

IMPLEMENTATION OF AVEFinal AVE curriculum

Step 5Step 5 AVEManagement board

AVEManagement board

suggestion correction

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Agreements with1. Enterprises2. Government3. Educational org.

1. Final detailed Documents1. Establishment of co-operation body

Awareness rising activities1. Enterprises2. Government3. Educational org.

Curricula

TrainingOf the

trainers

OfficialRecognition ofAVE

Evaluation by-ministry of educ.

-Swedish evaluator-

Phase 1 Phase 2 Phase 3 Phase 4

Self-employment

Project Management

Agreements with1. Enterprises2. Government3. Educational org.

1. Final detailed Documents1. Establishment of co-operation body

Awareness rising activities1. Enterprises2. Government3. Educational org.

Elaboration Of

curricula

TrainingOf the

Pilot group

Evaluation by-ministry of educ.

-Swedish evaluator-

Disseminationactivities

Employment