Michel ARIBAUD Michel.aribaud@ec.europa.eu Policy officer DG Education and Culture

1. “Competing for skills: Vocational Education and Training in the 21st Century”Calgary-Alberta, CANADA31 August 2009European VET policy and initiatives: the European model for cooperation Michel ARIBAUD Michel.aribaud@ec.europa.eu Policy officer DG Education and Culture Lifelong Learning: Policies and Programme

2. Structure of presentation The challenges ahead EU policy in Education and Training EU Policy for Vocational Education and Training Concluding remarks

3. The Challenges ahead -understanding the need for action

4. The Challenges: Global Context • Current crisis !!! • Globalisation– addressing structural change, relocation of manufacturing, global value chains • Rapid technological and climate change- demand for high skilled workers, “optimal skills mix” - generic (transferable) versus specific skills, new emerging skill needs • Ageing societies– new types of jobs (mostly in social services), ‘replacement demand’, active ageing and cVET • Migration– filling skill shortages, social inclusion, recognising competences

5. The Challenges:EU context • By 2030… • almost 14 million more older people • 9 million fewer young people • 2 million fewer learners in VET(at secondary & tertiary level, if participation doesn’t change)Future labour markets will rely more on older workers and migrants • Chance to improve the quality of initial VET and provide better opportunities for adult learning

6. The Challenges: EU context

7. The Challenges:EU context

8. The Challenges: Policy implications • Demand for higher skills will continue to rise - adapt to service-oriented knowledge-intensive economy • Young generation not enough to fulfil all LM skill needs - LLL is paramount. Reduce early school leavers, adult learning, train in MST • Migration may be a partial answer – E&T and intra-European mobility will not suffice. Ensure social cohesion and equal treatment. • Skill mismatches - bottlenecks in high skill segments exert upward pressure on wages. Surplus of unskilled worsen bargaining power, wages, working conditions • Validate and accredit existing knowledge, skills and competences - particularly those with lower-level formal qualifications, older workers, people with migrant background • Modernise labour market and social policy – Flexicurity. Attract more people to LM and support active ageing. Balance work with personal and family lives

9. EU policy in Education and Training

10. Policy: LISBON Strategy EU to become an advanced knowledge society with sustainable development, more and better jobs and greater social cohesion Lisbon relaunch, 2005 Education and Training 2010: 10-year work programme Improve quality Ensure accessibility Open upto world

11. Reforms are going in the right direction… … but performance against the benchmarks could be improved National level:

12. Future Strategic objectives (post 2010) Lifelong learning and mobility Quality and efficiency Equity and active citizenship Innovation and creativity (including entrepreneurship)

13. EU Policy for Vocational Education and Training The Copenhagen Process model

14. Integrated part of the overall Lisbon strategy and to the follow up of common objectives “Education and training 2010” process Since 2002, Based on a voluntary approach & providing concrete and practical results Inclusive; based on an agreement between 33 countries, the European social partners and the Commission Reviewed every two years(Maastricht 2004, Helsinki 2006, Bordeaux 2008... and Bruges in2010...) The Copenhagen process model:Key elements

15. Copenhagen process aims to improve the performance, quality and attractiveness of VET The political processAgreeing common goals and objectives; inspiring national reforms Fostering mutual learningSupports cooperation, working together, learning from others, sharing ideas, experience and results; evidence based policy making Involving stakeholders Enables their contribution to common goals Developing common tools Common frameworks and tools; transparency and quality of competences and qualifications, facilitating mobility(Europass, EQF, ECVET, EQARF….)

16. Mobility for working and/or for learning: several processes To design a European education and training area To design a European qualifications area Two technical cooperation processes and outputs Political cooperation processes • Legibility of qualification formobilityof workers (UE internal market) : directive 2005/36 on recognition of professional qualification (07.09.05) Sorbonne-Bologne: HE area Bruges 2001: lifelong learning Copenhague 2002: cooperation in vocational education and training • Shared methodologies : five steps 70’s: Equivalence Maastricht 2004, Helsinki 2006, Bordeaux 2008, Bruges 2010… : European and national development based on cooperation 80’s: Correspondence 90’s: Transparency 2000’s: Common principles 2010’s: Common references and méthods Lifelong Education and training

17. EU developments 2002-2009 main instruments and initiatives Europass – a framework for transparency of competences and qualifications (2004) Common principles on validation of non-formal and informal learning (2004) Recommendation on lifelong guidance (2004) Reference Framework for Key competences (2006) Action plan on Adult learning (2007) European Qualifications Frameworkfor Lifelong learning – EQF(2008) - driving the establishment of National Qualifications Frameworks European Credit system for VET-ECVET(2009) European Quality Assurance Reference Framework for VET -EQARF (2009)

18. 4 priority areas: 1) Implementing the tools and schemes for promoting cooperation in the field of VET 2) Heightening the quality and attractiveness of VET systems 3) Improving the links between VET and the labour market 4) Strengthening European cooperation arrangements Bordeaux Communiqué (Nov 2008)

19. The “Lifelong Learning” Programme“Leonardo da Vinci” supporting Mobility and Innovation in VET

20. Lifelong Learning Programme • Duration: January 2007 – December 2013 • Budget: € 7 billion • 31 Participating countries in 2007:27 EU-Member States as well as… Norway, Iceland, Liechtenstein and Turkey

21. Concluding remarks

22. Short term: Economic crisis: rising unemployment Employment reduction of 3.5 million jobs in 2009 Unemployment up to 9.2% in 2009 (7.6% in 2008) Mismatch in supply and demand 4 million vacancies and 18 million unemployed (2008) Medium to long-term: Sectoral changes (New skills for new jobs) Enhancing knowledge based and low carbon economy Anticipating changing skill needs 78 million low-skilled in Europe From Bordeaux 2008 to Bruges 2010:Multiple challenges

23. Sustaining demand, employment and incomes Flexibility within firms: training and working time arrangement Supporting transitions: guidance, training and job placement Stimulus measures for sectors (automotive, construction…) From Bordeaux 2008 to Bruges 2010: Addressing the crisis

24. Build on existing skills and competences: CVT, validation and recognition, guidance Labour market relevance of skills (VET and HE): Copenhagen (new priority 3), Charter of Universities for LLL Partnerships between E&T and employers LLL paradigm focusing on skills and competences: Build pathways between structures and sub-systems of E&T Promote eco-innovation, “green jobs” and investment in strategic and innovative technologies Further develop European E&T tools, principles and references From Bordeaux 2008 to Bruges 2010: Preparing the future

25. For further information: DG EAC’s website: http://ec.europa.eu/dgs/education_culture E-mail: eac-info@ec.europa.eu

26. Merci de votre attention ! Thank you for your attention!