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EUROPEAN UNION AND DROPUT’S PROBLEM

EUROPEAN UNION AND DROPUT’S PROBLEM. Some facts …. In 2009 more than 6 million young people, 14.4% of all 18 to 24 year olds, left education and training with only lower secondary education or less. 17.4% of them completed only primary education . Eurostat, Labour Force Survey (LFS) 2010.

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EUROPEAN UNION AND DROPUT’S PROBLEM

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  1. EUROPEAN UNION AND DROPUT’S PROBLEM

  2. Somefacts… In 2009 more than 6 million young people, 14.4% of all 18 to 24 year olds, left education and training with only lower secondary education or less. 17.4% of them completed only primary education. Eurostat, Labour Force Survey (LFS) 2010

  3. Somefacts… • Around 5.5 million young people are unemployed in the EU, which means that 1 in 5 people under 25 who are willing to work cannot find a job. • The unemployment rate among young people is over 20% – double the rate for all age groups combined and nearly 3 times the rate for the over-25s. • 7.5 million people aged 15 to 24 are currently neither in a job nor in education or training. Source of the data: http://ec.europa.eu/social/main.jsp?catId=950&langId=en, 01.11.2013

  4. Somefacts… • In 2010,Poland had a dropout rate for young people currently in the 18 to 24 year-old age bracket of 5.4%, a relatively low rate considering the average in the European Union (14.1 %)

  5. EU's objective In Europe 2020 strategy, the European Union aims to support young people better and to enable them to fully develop their talents to their own as well as to their economy's and society's benefit. One of the maintarget agreed by the European Council is to reduce the share of early school leavers to less than 10% and to ensure that at least 40% of the younger generation have a tertiaryqualification or equivalent

  6. Chart on thenextslide:Chart on thenextslide: Percentage of the population aged 18-24 with at most lower secondary education and not in education or training (2009) and evolution 2000-2009 • Left chart: 2009 rates • Right chart: Evolution 2000-2009(% relative change)

  7. Chart 2: Early leavers from education and training by employment status, 2009 (%)Data source: Eurostat,2009; MK= former Yugoslav Republic of Macedonia

  8. Data source • Data are taken from the European Labour Force Survey (LFS), which is conducted in the 27 Member States, Croatia, the Former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey. • It is a large household sample survey providing quarterly results on labour participation of people aged 15 and over as well as on people who are not in employment. • The national statistical institutes were responsible for selecting the sample, preparing the questionnaires, conducting interviews among households, and providing the results to the statistical office of the European Union (Eurostat). In 2010, around 1.5 million people across the EU were part of the survey.

  9. The main EU support „tools” used for national ESLreduction • Erasmus + programme – a new EU programme for education, training, youth and sport proposed by the EC on 23 November 2011. The proposal is now under discussion by the Council (28 Member States) and the European Parliament who will take the final decision • Copenhagenprocess- modernising vocational education and training • Bolognaprocess- modernisinghighereducation systems 

  10. Series of benchmarks which are set for 2020in strategic framework for European cooperation in education and training ("ET 2020") • the share of 15-years olds with insufficient abilities in reading, mathematics and science should be less than 15%; • the share of early leavers from education and training should be less than 10%; • the share of 30-34 year olds with tertiary educational attainment should be at least 40%; • an average of at least 15 % of adults (age group 25-64) should participate in lifelong Learning http://ec.europa.eu/education/lifelong-learning-policy/framework_en.htm, 01.11.2013

  11. Youth on the Move Thisis a comprehensive package of policy initiatives on educationandemployment for young people in Europe. Launched in 2010, it is part of the Europe 2020 Strategy for smart, sustainable and inclusive growth. http://ec.europa.eu/youthonthemove/index_en.htm, 01.11.2013

  12. Youth on the Move aims: • to improve young people’seducation and employability, • to reduce high youth unemployment and to increase the youth-employment rate – in line with the wider EU target of achieving a 75% employment rate for the working-age population (20-64 years) – bymaking education and training more relevant to young people's needs • encouraging more of them to take advantage of EU grants to study or train in another country • encouraging EU countries to take measures simplifying the transition from education to work.

  13. The Europe 2020 flagship initiative:„An agenda for new skills and jobs” This initiative is how the Commission will help the EU reach its employment target for 2020:  75% of the working-age population (20-64 years) in work. The Agenda also contributes to achieve the EU's targets to get the early school-leaving rate below 10% and more young people in higher education or equivalent vocational education (at least 40%), as well as to have at least 20 million fewer people in or at risk of poverty and social exclusion by 2020.

  14. The Europe 2020 flagship initiative „An agenda for new skills and jobs” The Agenda presents a set of concrete actions that will help: • Stepping up reforms to improve flexibility and security in the labour market • Equipping people with the right skills for the jobs of today and tomorrow • Improving the quality of jobs and ensuring better working conditions • Improving the conditions for job creation

  15. Key stakeholders informingaboutEU’sactivitiesdirect to ESL • National governments, • Regional and local governments, • Associations and NGOs at European and national level, • Educationproviders, • Social partners (e.g.trade unions, employers, chambers of commerce).

  16. National governments as EU policypromotors Governmentssholud: • Disseminate research and sectoral policy reportsconcerningdropoutproblems and europeansolutions • Conduct europeanevaluation and quality assurance of education • Give dropout problem visibility within other policy areas • Take public consultations and open dialogue with stakeholders in the dropout’s education community • Promotegoodeuropeanpractices - attractivealternatives to earlyschoolleavers

  17. National governments as EU policypromotors Governmentssholud: • Establishstakeholdercooperation networks • Provideeuropeanfundings for activitiesdirectat ESL • Enhancement of vocational pathways as an alternative to general upper secondary education • Implementtools for teacher educationand motivation • ImplementSecondchanceeducationalprogrammes • Createframesregulations of recognition and validation of prior learning

  18. Regional and local governments as EU policypromotors Local governments should: • Implement regional/local awareness-raising strategies • Establish networks of cooperation among stakeholders (teaching professionals, education providers, local businesses etc.) • Set-up advisory and mentoring services for dropout’s and their’ssupporters • Create best practices & information exchange with other regional authorities

  19. Regional and local governments as EU policypromotors Local governments should: • Mobilise regional & local media for promoting activities direct to early leavers • Optimise visibility of information about EU foundings • Produce information about dropout’s problems solutions • Provide opportunities for knowledge sharing withlocalactors • Provide scholarships and financial support system for ESL • Promote EU programmes and strategical • Createdevelopment of measures against ESL • Createsolutionssystem to monitor developments in early school leaving on regional/locallevel

  20. Associations and NGOs at European/ national leveland theiractivities • Implementation of campaign targeting ESL • Training and mentoring to other organisations • Creating of strategic coalition with other stakeholders • European fund beneficiaries (EU project networks cooperating with other institutions) • Implementation of different scale and scope projects for direct or indirect ESL (e.g. training/job courses, seminnars, workshops, conferences etc.)

  21. Educationalproviders Their role is: • to improve the overall school climate and making schools places where young people feel comfortable, respected and responsible • to create activities after and outside school from EU programmes (non-formal education activities, pupils’ exchangeprogrammes, summer schools, workshops etc.) • to implement market orientededucationoffers • to use online tools to raise awarenessofdelivered education courses • to form strategic partnerships with other stakeholders to provide education • to provide best practice and knowledge • To create and communicate a career guidance for young people

  22. Social partners (e.g.trade unions, employers, chambers of commerce) Theycan: • use face-to-face communications to promote EU activities,solutions, statistics, raports etc. • develop work-based learning • develop print material, create networkingevents or develop training for ESL • provide and/or receive funding and they help disseminate awareness raising tools provided by other stakeholders for ESL • organiseprofessionaltrainings, makingreaserches of ESL • interact with target groups to educate them on the benefits and importance of havingwholeeducationcycle

  23. Conclusions ESL need programmes in the community to help them make transitions to the working world and to re-engage with further learning. For that it’s necessary: • to promote EU activities/ programmes at schools • to create career guidance for young people with discription of education systems in EU countries • to use EU grants/foundings as much as possible • to develop „helping” materials (e.g.: about EU mobilities programmes, validation of non-formal and in-formal qualification, support tools of transition from work to education etc.) • encouraging more of ESL to take advantage of EU grants to study or train in another country • to educate wide range of stakeholders of EU supporing tools and programmes

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