Transcript Slide 1

Setting up Sector Skills Councils (SSCs):
Key issues to make operational
our mandate
J. Manuel Galvin Arribas
(Bishkek, 14 April 2014)
OUTLINE
1.The ETF working in SSCs with PCs: key
principles to organize working cooperation.
2. SSCs in motion linking EDUC & LM:
envisaging implementation of objectives &
functions in the Kyrgyz regulation.
3. Some recommendations and issues for
discussion.
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ETF & SSCs :
Our key principles
 SSCs can facilitate to move beyond uncoordinated/ad hoc employer involvement towards more
structured sectoral/industrial cooperation to meet current/future skills gaps in the LM.
 SSCs foster social partners involvement in policy making: > VET relevance.
 SSCs is not limited exclusively to social dialogue (multi-participatory, technical support
/analytical cooperation, etc. ).
 SSCs leverage for multilevel governance: But: Do SSCs have real autonomy?.
 The commitment among public and non-state actors: crucial.
 Added value of sectoral approaches to LLL for articulating more demand-driven skill policies.
But: industry voices should jointly identify benefits to be effectively involved
(ownership).
 The ETF: openness & flexible approach towards PCs own SSCs models and activities (not
cut and paste if possible please !).
 The use of pilots schemes: actors will asses real needs, concept/mission/scope/feasibility (etc.)
 Working challenges: (implement) legislation; status and institutionalization; effective
identification of roles, tasks and rules; funding and expertise provision.
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SSCs:
What, why, who and how?
WHAT ?

SSCs promote skills development in a given economic sector. They are permanent working
structures to identify or analyse skill needs or to otherwise contribute to education and
training that will prepare the work force for the specific economic sector.
 SSCs are platforms of cooperation in which at least two types of stakeholder are involved.
These stakeholders may include public authorities, social partners (the representative organisations of
employers and employees) and education, vocational training and research institutes/expertise.
WHY ?
-Identified sectoral gaps/needs:
Improve matching between demand &
supply in the LM (Quantitative/jobs/ &
Qualitative /skills/).
-More relevant VET/CVT learning
outcomes : Value/ currency of
Skills/Competencies in the LM.
WHO ?
PARTNERSHIP
HOW ?
-Labour market actors: EmployersEmployer Org.- Business Assot.Chambers, Companies-Workforce-Trade
Unions- Professional Assot.
-Public Sector: Ministers/National VET
agencies/Education & Labour
authorities/Sectoral relevant ministers/
VET Schools//Training centres.
(1) Analyse of labour market (trends) affecting quantitative/qualitative skill needs.
(2) Forecasting skills needs (3) Match training provision to LM needs. (4) Preparation of
occupational and/or qualification standards. (5) Policy advice on LLL /VET . (6) Foster
cooperation between educational providers and employers. (7) Provision of training for work
force (8) Funding of training.
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SSCs paper (FOCUS 2):
Policy development in ETF PCs
Table 1. Sectoral Skill Councils (SSCs):
Overview on on-going experiences and policy development in ETF PCs
ETF Regions & PCs
Western
Balkans
SERBIA
European Neighbourhood
East
ARMENIA
FORMATION- LEGAL STATUS-POLICY FOCUS
(4)ITC; Agriculture; Food Industry;
Tourism.
EU -IPA project- (coming to end). Focus: Review of
occupations, jobs, skills, qualification profiles development.
15 sectoral committees which
cover big range of economic
activities.
AZERBAIJAN
(7)Construction; Tourism; Energy;
Processing industries; Agriculture
Transport; Trade and Retail.
BELORUSSIA
Information Technologies;Managerial activities.
GEORGIA
(14)Geo-Engineering;
Mechanics/Metallurgy; Arts;
Business Admin; Tourism; Health;
Transport; Energy & Commerce;
Agriculture; Mass Media;
Construction; Environment-IT;
Architecture; Natural Science.
REP. of
MOLDOVA
(4)Construction; Agriculture & Food
Processing; Transport;
Communications.
RUSSIAN
FED.
UKRAINE
Central
Asia
SECTORS INVOLVED
KYRGYSZTAN
Multi-sectoral & regional driven
initiatives: Network of regional
professional agencies.
(2)Metallurgy & Mining; Chemical.
(7)Light industry; Construction;
Agriculture, Tourism; Service (food
service); Energetic and Mining.
MoE & National Council VET Development (NCVD) Tripartite commissions (chaired by employers). Focus:
educational standards /curricula.
SSCs exist within project on occupational standards
development (Ministry of Labour). Other line Ministries,
Employers, Enterprises, Trade Unions, Training providers.
State-driven initiative. Decree approved on sectoral
qualification councils.
Coordination: National Center for Educational Quality
Enhancement (NCEQE). Focus Occupational Standards and
analysis sectoral labour market and qualifications.
Involvement of Business associations, Employers,
Professional Organisations
Led by Minister of Labour (tripartite approach): Sectoral
Commissions for Social Dialogue. Focus: occupational
standards, skill need analysis in the labour market.
Professional Communities. Government decree. Led by MoE
& Agency for Strategic Initiatives. Main focus: occupational
standards.
Employers-driven initiative. On the basis of Ukrainian
Federation of Metallurgy producers. Trade Unions &
providers on board. SSCs: Envisaged to be recognised by
professional training law.
National VET Agency regulation under MoL & National Skills
Council. State-driven exploring private actors’ involvement.
Focus: occupational standards, certification & matching
graduate employment, practice dissemination (etc.)
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How to organise SSCs?
A typology
Table 2. Typology of Sectoral Skill Councils (SSCs)
Classification
Type
of coverage
Scope/Nature
Focus on 1
economic sector
Focus on more
than 1 sector
(Transversal )
Regional
approaches
Institutional
mandate
Specialized bodies
Profile of
initiator
State-Led/Driven
Employer-led
Role in the
policy
making
process
Decision making
Policy
functions
Limited functions
Working Bodies
Advisory role
Extended
functions
LLL policy
coverage
I-VET
CVT
Both (I-VET+CVT)
Key characteristics/features & remarks
Sometimes, a National VET Council can be operating by
covering all sectors at National or Regional level.
Country
examples (*)
CZ-RO-FIN-DENCAN-UK- KYRG
Some SSCs can be operating under umbrella organisations
(e.g. tripartite institutions/bodies; Minister
departments/Directions; Agencies for VET Quality; National
Qualification bodies/authorities, etc.).
FR-SPA-BEL-DEN
-UKBEL/UK/DEN/FRA
/NL/RO (Trans)
Own resources/staff/expertise (full-time employees); legal
status & permanent public and/or private funded (levy/payroll
systems etc.).
Represent different sectoral interest groups. Members are
employed in represented organisations.
Policy dialogue/initiator is mainly led/ funded by Government
or state organisation, either or by employer organisations (or
by both).
The role of the firsts is to become the final decision makers
whereas the seconds are limited to deliver advice/non-binding
recommendations in skill policies to final decision making
actors.
UK-NL-CAN
CRO
BIE-KYRG-SING
UK- INDRO
CRO-KYRG
Ensuring qualitative match between skills demand and VET
supply.
In addition, members extend their advice/analysis to other
policy areas/stakeholders (e.g. VET planning, quantitative skill
gaps; skill programmes; education & business partnerships
etc.).
SSCs can cover I-VET, CVT policies and/or both. They can be
sector focus or transversal oriented whilst operating at
national either or regional levels.
SVK/FRA
AUST/BANG/
NETH/
KYRG
FRA/POL/SVK
SPA/SWE/BEL
FIN/EST//ROM/
Source: Buić, N. & Galvin Arribas, J. M
(*) Some country examples given are selected due to they might cover more than one category according to their scope/nature. They can be consolidated and/or on-going
SSCs experiences’ (in particular, in ETF PCs). Some of them can correspond to sectoral either or transversal councils covering I-VET, CVT or both.
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Regulating SSCs system:
Check list
LEGAL STATUS
-Legal entity.
-Private/Public.
FUNDING
VOLUNTARY vs.
MANDATORY
-Sources .
-Funding
regulations.
ORGANISE WORK
-Agenda meetings.
-Managing meetings
(negotiation/agreements/
voting/minutes approval
etc.).
MANDATE
-Function/Role.
-Time frame.
SSCs basic
Regulation
(example)
COORDINATION
-Relationships SSCs &
Public actors.
-Coordination among
different SSCs.
-Secretariat& Experts.
-Working groups use.
FORMAL
NOMINATION
-Selecting chair
person and other
key people
COMPOSITION &
MEMBERSHIP
-Stakeholders on
board.
-Organisations
propose/nominate
individuals.
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Sector Skills Councils (SSCs) :
Contributing to feed back loop between
Labour Market & Education
LABOUR MARKET
DEMAND FOR COMPETENCES
FORMULATION OF
COMPETENCES
REQUIREMENTS
ASSESMENT/
CERTIFICATION of
COMPETENCES
(According to
assessment standards)
(Expressed in
Occupational
Standards)
LEARNING PROCESSES
(According to Educational/
Qualification Standards
COMPETENCE BASED-EDUCATION
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Practical process:
Linking skills & Labour Market
Has need
for
Who has
Verified
through
Education
Program
Education
system
Obtained
at
Offers
program
Which
gives
Required
for
IT Programmer
Occupational
Standards
Qualification
Standard
Informs
VET provider Y
Informs
IT competences
Expressed in
format of
Can
work
at
Company X
Labour
Market
needs
Qualification of
IT technician
 
Employers
Education
sector
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SSCs contributing to
outcome-oriented E&T process
PROCESS
INPUT
Teaching methods,
organization/form of classes,
didactic concepts etc.
Resources- syllabi,
teaching material,
programs etc.
Steering through context variables
OUTCOME
Knowledge, skills, competences,
occupational performance
(capacity to implement what
was learned in the job).
OUTPUT
Learning Objectives
(learning results in
educational context)
Steering through outcomes –oriented standards
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Occupational standards formulation &
Outcome oriented qualification standards
in EU countries
 1 OS group: Occupational Standards expressed as classification systems providing
statistical categories for the labour market (e.g. ISCO-88) (FR/GR/ROM/SLV/SWT ).
 2 OS group: Benchmarks for measuring/ assessing occupational performance, in
either a work or educational context (BEL/LITH/MT/POL/UK/)
 3 OS group: Describe occupations to which a specific qualification
(AT/BEL/EST/FRA/HUNG/ITA/LTV/LUX/NETH/PORT/SPA/SWT/TURK).
should lead
Table 3. OUTCOME ORIENTED QUALIFICATION STANDARDS IN EU (2010)
OUTCOME ORIENTED
Belgium-Croatia-Denmark-EstoniaFinland-France-Germany-HungaryIceland-(Ireland-Latvia-Lithuania-MaltaNetherlands-Norway-Poland-PortugalSlovenia-Spain-Sweden-Switzerland-UK-
PREPARED
(AND INTRODUCED )
NO FORMULATED
OUTCOME ORIENTED
Austria-BulgariaCzech Republic-ItalyLuxemburg-RomaniaTurkey
Cyprus-GreeceLiechtenstein-Slovakia
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SSCs matching & anticipating skills:
The case of employer surveys’
Table 4. Drawing up scope of pilot surveys on skill needs in EU
Item/Category/Variable



TASKS
(current & future)
Range of definitions
-Core tasks
-Detailed tasks
(microcensus)
-Sector Specific
Tasks
Sources
-Occupation
Specific Tasks
-Existing
classifications/Evaluation/
NESS(2009)
(current & future)
-Generic
Skills
-Sector Specific
skills
-Occupation
Specific Skills
-National Sectoral Studies/
Analysis; DG Employment EU
Sectoral Studies/ O* NET
/NESS(2009) PIAAC (2014)
OCCUPATIONS
ISCO 1-digit
ISCO 2-digit
ISCO 3- digit
-National Classification of
Occupations (NCOs)
SKILLS
(current & future)
Current & Future Tasks, Skills & Occupations
Source: Own elaboration based on Dworschak B, Green, F and Gensicke (2010)
LINKS
• http://ec.europa.eu/social/keyDocuments.jsp?pager.offset=0&langId=en&mode=advancedSubmit&year=0&country=0
&type=0&advSearchKey=sectors new skills
• http://www.onetonline.org/
• http://webarchive.nationalarchives.gov.uk/+/http://www.ukces.org.uk/press-release/national-employer-skills-survey-forengland-(ness)-2009-full-report-published
• http://www.oecd.org/site/piaac/
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SSCs & Public Private Partnerships (PPP) :
Case Study (UK) ‘Employer ownership of skill pilot’
1. Background
Competitive fund open to employers to invest in workforce (employer led skills solutions).
Training system fully focused on costumers (businesses & employees) thus aligning skills
potential with growth investment. The UK Government invests £90 million alongside £115 million
of private investment.
2. Recommendations to draw lessons:
 Funding employers, rather than colleges, for the delivery of apprenticeship schemes.
 Making public & private investment work harder by measuring the impact on people and
business performance rather than simply counting qualifications.
 Bringing trusted Labour Market Information (LMI) together and making it freely
accessible to answer questions like “how many of this type of job will be available in the
future?” and “what do people doing that job get paid?”
 Incentivising employers to work collaboratively and with TU to form industrial
partnerships, taking end to end responsibility for skills within a sector or locality by setting
standards and defining quality and career pathways.
http://www.ukces.org.uk/ourwork/investment/employer-ownership
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Some recommendations and
issues for discussion (I)
 SSCs should focus on a sector rather than a specific or few occupations:
skill development, occupational standards and solve skills-matching
problems of the respective sector.
 There must be a recognized need for skills development (e.g. shortage
of skills in sector).
 Financial support : based on performance of SSCs.
 Success of the work: depends on existence of a sound work plan and
strategy . Link mandate with operational objectives & activities.
 The number of activities: limited (PRIORITIZE ).
 The quicker and more visible outputs/outcomes are, the more
likely that it would have positive impact on VET sector.
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Some recommendations and
issues for discussion (II)
 TERMINOLOGY (big issue): common understanding among labour and
education actors (Sector; Competence; Qualification/Educational;
Demand-driven curricula Standards, Skills; key competences , etc.).
 Successful SSCs: ensure participation of social partners, VET
providers and government.
 Companies can support SSCs updating training materials.
 Such strategic partnerships at sectoral level requires sufficient time
to be rolled out.
 But effective (implementation) of COUNCIL REGULATION is key.
 SSCs should not substitute conventional social dialogue negotiations.
 Have you identified already which are the capacities you need to
learnt to implement technical tasks in your council?
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We do what we love, we love what we do!
jose-manuel.galvin-arribas@ etf.europa.eu
ETF CoP Governance, Partnerships & Regional Development