Maastricht 2004

1. PLA Evidence-based policy making Guidance Helsinki 2006 Copenhagen 2002 Maastricht 2004 Lisbon 2000 High on the EU policy agenda:Moving more smoothly from education and training into the world of work Eleonora Schmid

2. PLA Evidence-based policy making Guidance Content • Contextual challenges education and training closely linked to employment, social and economic policies • Copenhagen-Maastricht-Helsinki • How Cedefop supports the process

3. PLA Evidence-based policy making Guidance High level of youth unemployment In nearly 50% of the EU countries, more than 2/3 of the 15-24 year-olds not in education not working Finding employment can take more than 2 years School leavers with non-matching job more likely to be part-timers

4. PLA Evidence-based policy making Guidance ! 80 million Europeans formally low skilled Europe’s skill level scores: low skills: high high skills: low intermediate skills: strong (mostly through VET)  skilled & highly skilled jobs in demand within 10 years: - 9% jobs for low skilled workers + 31% for medium + 58% for high skilled  right skill mix for Europe requires secondary & tertiary level qualifications

5. by 2030 … + 14 million 55 -64 year olds PLA Evidence-based policy making Guidance The demographic time bomb • labour market more dependent on: older workers, women re-enteringthe labour market, migrants • 2 million fewer learners insecondary & tertiary VET • anticipate skill needs • validate non-formal learning • systemic changes: better quality in initial/continuing VET, skills development for adults - 9 million15-24 year-olds

6. PLA Evidence-based policy making Guidance Europe risks wasting its potential • learning deficits add up • the older people are, the less they participate in learning females males

7. PLA Evidence-based policy making Guidance Which jobs are in demand? (EU27) • Skilled and higherskilled occupations: 2/3 of jobs • Still significant share of low and semi-skilled jobs (1/3) • Sectors: high skills in services (80%),medium in industry (71%), lowest in agriculture (53%) Occupational structure2006 Sectoral qualification structures 2005

8. PLA Evidence-based policy making Guidance More medium & VET skills needed? • EU: A significant share of the future workforce will need vocational skills and competences.(Helsinki Communiqué, 2006) • By 2015, France will require practitioners including in more traditional jobs (at intermediate level) in which there is already a skills shortage. (Chardon and Estrade, 2007- draft) • China: ‘It is often overlooked that we need more highly qualified skilled workers and experienced technicians.’ (Xu Zhihong, President of the Beijing University, 2007)

9. PLA Evidence-based policy making Guidance Higher skills in elementary occupations: overqualification or higher demands?

10. PLA Evidence-based policy making Guidance Wrong skills or wrong jobs?

11. PLA Evidence-based policy making Guidance Can guidance & counselling be the fix? At the heart of employment, youth, social welfare, education and training policies • Prevent drop outs • Get people back into education & training • Advise on up-skilling/progression opportunities • Help identify employment opportunities, select the job that matches Catering for: pupils, adults, high potentials, young and adult people at risk/at the margin, those without qualifications, those from higher education, those made redundant, those wanting to return…

12. PLA Evidence-based policy making Guidance

13. PLA Evidence-based policy making Guidance In 2006 most countries report progress: • National qualifications frameworks (NQF) • Validation of non-formal and informal learning • Quality improvement and assurance – CQAF • Integrating learning with working • Access and equity • Guidance and counselling

14. 8 COMMON REFERENCE LEVELS PLA Evidence-based policy making Guidance Guidance & counselling is part and parcel… • Developing NQF … • linked to emphasis on learning outcomes educational / VET standards competence-based curricula assessing learning outcomes entrepreneurship language learning

15. PLA Evidence-based policy making Guidance ……closely linked to • Validating non-formal and informal learning Slow but steady progress in valuing what people have learned at work and elsewhere to: • improve lifelong learning opportunities also in higher education for non-traditional learners • make VET systems more flexible • improve employability and career

16. PLA Evidence-based policy making Guidance VET for excellence and inclusion • Integrating learning with working • providing learner-need oriented and individualised pathways • work-based training to attract and retain ‘non-academic’ learners • marrying theory and practice to develop high skills New types of apprenticeship and traineeships in: • initial and continuing training • higher education (designed by institutions and industry) • active labour market measures

17. PLA Evidence-based policy making Guidance Supporting individuals & those at risk • Ensuring access and equity • Progress in: • preventing drop out from initial VET • enabling low qualified and migrants to acquire skills • giving all employed chance for continuing training • Guidance and counselling Progress in improving access and quality to: • assist disadvantaged • help the young to make right VET choice Tools: electronic information systems 11 countries (intend to) use Europass for guidance

18. PLA Evidence-based policy making Guidance The Helsinki Communiqué 2006reviewing the priorities and strategies of the Copenhagen Process European and national VET policies should ensure • young people acquire the knowledge, skills, attitudes and values necessary for further learning and employability  to reduce drop put and facilitate school-to-work transition • skills and competences for adults  recognition of prior learning  provision of training and learning opportunities, including for disadvantaged people • investmentsin skills and shared funding  training should be more efficient and demand-driven

19. PLA Evidence-based policy making Guidance Improve the attractiveness and quality of VET • guidance & counselling • flexible & individualised pathways, progression,skills developments for adults • close link to working life, learning at the workplace • recognition of non-formal & informal learning • skills competitions 

20. PLA Evidence-based policy making Guidance To make informed decisions we need … • joint efforts to collect more, more accurate and more reliable statistical data • comprehensive and joint initiatives to identify and anticipate skill needs • research to evaluate policy impact and prepare VET for future challenges

21. PLA Evidence-based policy making Guidance How Cedefop supports the process • research, statistics, policy analysis(government & social partner policies,…) • looking at VET as an interface between education, youth, employment, social & economic policies • EQF, ECVET, quality assurance (CQAF) • Europass, guidance & counselling • teachers & trainer development • study visits & peer learning activities monitoring progress – next review in 2008 self-assessment DGVT & Refernetalso guidance & counselling question(s)

22. Forum on Restructuring: Anticipation of Change Skillsnet webpage: www.trainingvillage.gr/skillsnet

23. PLA Evidence-based policy making Guidance Thank you for your attention ! • Cedefop’s AGORA event • 21- 22 February 2008: • ‘Skills for Europe’s future’ • Conference to present and discuss: • findings on future skill needs at EU, sectoral and enterprise-level www.cedefop.europa.eu www.trainingvillage.gr