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Transcript of 1 24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Skills to...
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 1
Skills to drive innovation and change
Cedefop
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 2
Short term goals:
• widen and upgrade skills to retain people in jobs for recovery• meet current skills shortages in other jobs/sectors• supplement and support work-based learning
Strengths:
• flexible labour market and VET have cushioned impact on employment
(in EU GDP- 4.9%, employment -1.9%; in ES down by ~7pps)
Risks:
• disadvantaged at the end of the queue; high youth unemployment (EU: 20.2%; ES 41.7%), long-term unemployed, low-skilled
• fail to notice accelerated change in composition of jobs, skill needs and supply
matching short-term success with long term goals and challenges
Current challenge: being responsive and thinking ahead
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 3
Announced job losses for the EU
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 4
Announced job creation for the EU
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 5
Beyond recovery: skill strategiesto drive innovation and change
Long-term goal: education and training throughout people’s lives
• an investment and a shared responsibility• empowers people to develop and use their potential to manage change
– fit for the job, to adapt, to innovate, move to other jobs, develop skills,at home and abroad
– make informed choices to adjust learning and career paths to the labour market’sand their own needs
– combine different education and training types and levels, work and life experienceand have them assessed and recognised
– qualifications easily understood, reflect and value varied learning experiences
– their knowledge, skills and competence are their capital/ ‘currency’
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 6
-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
EU-25+ Negative scenario. Source: Cedefop, 2008
31.4 %
50 %
18.6 %
0
5
10
15
20
25
30
35
40
45
50
Higher level Medium level Low level
More jobs require medium-and high-level qualifications
Employment trends, 1996-2020, by qualification
Towards knowledge- and skill-intensive occupations
Long-term trends matter for education/training and employment
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 7
Changing shares of qualification needs in sectors
EU-25+ Negative scenario Selected examples. Source: Cedefop, 2008
22.113.0
38.428.0 26.1
19.328.3
18.526.2
18.6
56.2
58.2
49.9
53.7 56.3
54.4
57.4
60.9 48.6
50.0
21.728.8
11.618.3 17.6
26.3
14.320.6 25.3
31.4
0%
20%
40%
60%
80%
100%
2006 2020 2006 2020 2006 2020 2006 2020 2006 2020
Automotive Construction Distribution Transport ALL SECTORS
Low qualification Medium qualification High qualification
Green jobs
and
green skills
across occupations and sectors
gaining in importance
Dynamic sectoral developments
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 8
Thinking beyond recovery: facing tomorrow’s job needs
EU-25; Source: Cedefop, 2009 (estimates from StockMOD)
-3077-4777
-2639 -2432
8237
25854
-1269 -1076
7262
4119
-1162-2896
-10000
-5000
0
5000
10000
15000
20000
25000
30000
15-19 20-29 30-39 40-49 50-59 60+
Population
Labour Force
50+: from 1/3 in 2007 to nearly 1/2 of the population in 2020(highest share of low-qualified)
40+:those with highest share of medium-level qualifications
young people:more highly qualified than ever
will supply meet longer-term needs?
Change in population and labour force 2007-2020 by age groups in thousands
Impact on jobs and skills:More elderly and an older workforce
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 9
NB: Labour force supply, 2007 and 2020, by age, gender and qualification; Labour force aged 25 and more. EU-25 without Malta, plus Norway; Source: Cedefop, 2009
18 12 6 0 6 12 18
2007
2020
2007
2020
2007
2020
2007
2020
2007
2020
2007
2020
25
-29
30
-39
40
-49
50
-54
55
-59
60
-64
Millions 18 12 6 0 6 12 18
Low qualificationFemales Males
Medium qualificationFemales Males
High qualificationFemales Males
18 12 6 0 6 12 1818 12 6 0 6 12 18
2007
2020
2007
2020
2007
2020
2007
2020
2007
2020
2007
2020
25
-29
30
-39
40
-49
50
-54
55
-59
60
-64
Millions 18 12 6 0 6 12 18
Low qualificationFemales Males
Medium qualificationFemales Males
High qualificationFemales Males
18 12 6 0 6 12 18
Thinking beyond recovery: longer term employment challenges
• mismatch: despite the crisis, 4 million vacancies were unfilled in 2008
• unemployment likely to rise to 10% in 2010 despite slight recovery
• women: better qualified than menbut still lower activity rates
• people with migrant background: low qualifications and employment;
but also unrecognised skills
make better use of existing skills, expand, upskill and reskill adults
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 10
Thinking beyond recovery: unleash Europe’s potential
Lifelong learning participation :
• still below 10%
• less than 4% of the 77 million low-qualified (1/3 of the labour force)
0
10
20
30
40
50
60
70
80
90
SE FI DE SK NL BG EE UK CY AT CZ SI BE FR EU27 LT LV ES PT IT PL GR HU
Formal education and training
Non-formal education and training
%
Data source: Eurostat
Note: Data source is Adult Education Survey, 2007For FR, SI data are provisional.
Most of the learning of employed people is non-formal
Percentage of employed population aged 25 to 64 participating in formal and non-formal education and training
Percentage of employees participating in courses and on-the-job training provided by enterprises
0
10
20
30
40
50
60
70
CZ SI LU FR SE BE FI SK DK NL EU27 ES AT MT DE CY IT PT EE PL RO HU BG LV LT GR
On-the-job training
Courses
%
Data source: Eurostat
Note: Data source is Continuos Vocational Training Survey 3, 2005
Higher participation in courses provided by enterprises than in on-the-job training
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 11
Future needs already pressing today
Acting now and thinking beyond recovery:
• acting anti-cyclically, create supply to fuel demand
• broadening and reinforcing adults’ skills and competence
• anticipating jobs and skill needs
• matching skills and competence with emerging realities
• making routes to skills and competence more flexible and integrated (flexication)
• capturing and recognising all types of competences acquired in various learning settings
• informing, encouraging, supporting potential learners, enterprises and providers
• partnership, partnership, partnership……..
foresight and flexibility
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 12
Broadening and reinforcing adults’ skills and competence
• offering more and varied VET to people in different employment statuses
• overcoming the Matthew effect: low skilled, older workers, migrants
• adapting legal provisions, collective agreements, funding and incentives
• adapting capacities and delivery
• flexible learning environments, methods adjusted to learner needs
• validation and recognition of prior learning and newly acquired skills and competence to manage transitions and career
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 13
Shaping the future: anticipating jobs and skill needs for better matches
Matching skills and competence with emerging realities:
• understanding composition of jobs and skills (e.g. ‘white’, environmental)• defining a language common to work and education/training:
focus on learning outcomes to reconcile job requirements and skills provision; adapt standards and curricula
• better skill mix: - key competences + transferable occupational + specialised skills - more focus on intrapreneurship/capacity to manage change
- combining skills from different occupational areas
dynamic process of matching skills and jobs;more holistic qualifications policy; qualification frameworks becoming a European reality
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 14
Routes to skills and competence: flexible and integrated
• breaking linear approach to learning and workcombining different types of learning: formal, work and life
• breaking barriers between formal education/training programmes and levels
• access, progression and qualifications through several routes including recognition of prior learning
• work-based learning opportunities for all types and levels of VET
• fully-fledged and partial qualifications at the same or different levels
• modularised programmes accompanied by support schemes
focus on learning outcomes to design more individualised learning paths
supported by: documentation (Europass),formative and summative assessment, recognitionguidance and counselling, credits for prior learning (ECVET, ECTS)
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 15
Informing and motivating potential learners, enterprises and providers
• making citizens, businesses, social partners and support services awareof the benefits of putting skills to use
• HR policy geared to make better use of people’s skillsand talents
• learning conducive environment and work organisation;challenging tasks in learning and work
• competence-based assessment• training and support of teachers and trainers, guidance
staff, social partners
• quality assurance and funding/incentives linked toperformance for VET providers and training companies
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 16
Thinking learning and working new to meet the goals of today and tomorrow
• less linear approach to learning and work• flexible interplay of VET for young people and adults• more holistic qualifications policy, dynamic matching skills and jobs• linking all qualifications into national qualification framework • holistic guidance and counselling services• recognition of skills and competences as mainstream path to qualifications
the crisis as catalyst to accelerate modernisation of VET implement European tools and principles
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 17
Meeting the goals of today and tomorrowthrough partnerships
• consistent cooperation between VET providers and enterprises• wider partnerships: VET providers, HE providers, social partners,
guidance, employment and support services; accreditation/certification bodies
• complementarity between central and regional/local authorities• shared responsibility of governments, employers and individuals• better links, coherence and synergy between education and training,
employment, social and economic policies and tools
management of crisis highlights success of partnerships;crisis as catalyst to accelerate modernisation of VET
24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 18
NO need to reinvent the wheelNO need to reinvent the wheel
European principles and tools linking present and futureEuropean principles and tools linking present and future
Thank you for your attention!Thank you for your attention!www.cedefop.europa.eu
EQF
EQARF
ECVET
NQF
validationguidance key competences
learning outcomes
Europass