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Dr. Ursula Renold General Director, Federal Office for Professional Education and Technology (OPET)

Competing for Skills: Vocational Education and Training in the 21 st Century Panel 2 The New Global Economic Context: Does it merit a new VET response?. Dr. Ursula Renold General Director, Federal Office for Professional Education and Technology (OPET). Alberta, 31st August 2009. Outline.

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Dr. Ursula Renold General Director, Federal Office for Professional Education and Technology (OPET)

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  1. Competing for Skills: Vocational Education and Training in the 21st Century Panel 2 The New Global Economic Context: Does it merit a new VET response? Dr. Ursula RenoldGeneral Director, Federal Office for Professional Education and Technology (OPET) Alberta, 31st August 2009

  2. Outline • VPET in Switzerland - Facts & Figures • Systemic Innovation in VPET • Swiss VET-response during the global economic downturn

  3. Swiss VET/PET System

  4. Professional and labour market skills in national and international terms Apprentices Gainfully employed Associations Cantons Partnership Determining learning content & competencies Planning & implementation Confederation Legal regulations & framework curricula Steering instruments Quality standards & indicators Funding, innovation Innovation in the VPET system

  5. Cornerstones of Swiss VPET •  approximately two-thirds of young people choose this pathway • 75,000 new apprentices / year • Almost 220,000 apprentices in total  Decisive role of the economy • “market-driven system”  22’500 of degrees/year in PET (tertiary B) •  Qualification possibilities for all • real education service

  6. Demand 77‘000 Offer Previous year 74‘000 83‘000 Previous year 76‘000 VET – upper secondary IINumber of apprenticeship positions in 2008 Until August 2009  now sign of a downturn in theapprenticeship-market

  7. Youth unemployment under 25 years (OECD 2007) Switzerland: 7.1 % OECD average: 11.9 %

  8. Development of youth unemployment in Switzerland January 2000 – July 2009 (SECO) yearsold yearsold Source figures: State Secretariat for Economic Affairs (SECO)

  9. Demographic outlook of primary school level Pre-school Primary school Secondary I level

  10. Outline • VPET in Switzerland - Facts & Figures • Systemic Innovation in VPET • Dissemination of research results – evidence-based policy

  11. Systematic and systemic Innovation in VPETas a pro-active way to face the needs of the next generation Research Process(Top-down) Results Research Leading Houses SystemMonitoring Policy PolicyReview Basic Questions Promotion of projects Development Process (Bottom-up) Results

  12. Professional aptitudes and employability Structural changes in the for-profit sector Research/Development Measuring outcomes Dual VET system Research: Lifestyles of young people; withdrawal from apprenticeship Research Innovation Forecast Evaluations, Quality assurance Implementation Reform process - Fed. Decree on Education External bodies, Research Vocational apprenticeships SIBP Lausanne, Lugano, Zollikofen Training regulations Research: Apprenticeship market, job placement/mentoring Exam experts Instructors Inter-company courses Authorisation Research/Development Integration, Migration Vocational schools (teaching staff, school directors) VET instructors Cost-benefits of vocational apprenticeships for firms/state Legislation Continuing education Research: Quality standards for VET students Research: Monitoring of demographictrends Research: Willingness to take on apprentices, Firms/corporate dynamics Learning strategies and social learning Impact of information technologies Dynamic overview of basic VET

  13. How to make VPET education attractive to youngsters and relevant to labor market? • Constant reform of existing professions and creation of new VET-professions (not just crafts & trades): e.g. IT-engineers (Google, Cisco, Microsoft) • National standards and federal recognition of diploma • Permeability of the educational system

  14. Monitoring of apprenticeship-market andconstant activities of all VET-partners • monthly review in all cantons • scientific monitoring of supply and demand side of the apprenticeship market, twice a year • statistical monitoring of apprenticeship contracts by federal office of statistic, once a year • cost-benefit analysis of training activity for firms with apprenticeship training, every 5 years

  15. Outline • VPET in Switzerland - Facts & Figures • Systemic Innovation in VPET • Swiss VET-response during the global economic downturn

  16. Swiss VET/PET System Transition phase II: labor market Transition phase II: labor market or further education Transition phase I: access to apprenticeship market & other educational programmes

  17. Influencing factors • Demographic development (e.g. school leavers) • Short-term economic development  supply of apprenticeships • Number of apprentices finishing their apprenticeship • Number of possibilities for tertiary or continuing eduction programmes; permeability

  18. Acitivities on the demand side (during crises) • Strengthen „Case Management“-programme: hiring of more case-manager • More full-time VET-programmes if necessary • Career orientation for a further education programme • Advertising campaign for several offers(work placement, internship, further education)

  19. Year 7/8 Year 9 Upper secondary level Transition I Identification, registering and ongoing monitoring of ‘at risk' groups Career orientation TransitionCompulsory school to apprentiship market or secondary II-level Transition Apprenticeship market to labor market Case Management - Federalist cooperation Federal Office for Professional Education and Technology (OPET) together with SECO Swiss Conference of Cantonal Directors of Education (EDK) LaborMarket Transition II

  20. Institutional cooperation Vet Office CM today: Networking between institutional partnerssupported by webbased tool „CaseNet“ Parents RegionalEmploymentCentres Social services Regional Employment Centres Teachers VETOffices Social services Careeradvisors Parents Invalidityauthorities,migration offices Career advisors Invalidity authorities Teachers

  21. Activities on the supply side: avoid a meltdown of apprenticeship market • Monitoring of apprenticeships offered by companies • Acquisition of new apprenticeships by VET-networker (see next slide) • In case of a downturn in a specific sector orregion (e.g. bankruptcy of training companies)  providing of alternative apprenticeship s in other sectors or regions

  22. How to engage companies?Average net benefit of training activity for firms with apprenticeship training in CAN $ Source: Mühlemann et al. 2007 To take an apprentice is a mid-term investmentand not a short-term decision, especially regardingour demographic development!

  23. Lifelong learning during unemployment phase • Engaging the working or the unemployed population in a constant up-date of skills and competencies  use time! • Continuous education in order to improve and develop new skills • Market driven system for continuous education  preparing the workforce of tomorrow

  24. Competing for Skills: Vocational Education and Training in the 21st Century Panel 2: The New Global Economic Context: Does it merit a new VET response? Dr. Ursula Renold, General Director, Federal Office for Professional Education and Technology (OPET) Thank you for listening! Alberta, 31st August 2009

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