Transcript EUROPE 2020, INITIATIVE 'NEW SKILLS FOR NEW JOBS' AND

EUROPE 2020, INITIATIVE "NEW
SKILLS FOR NEW JOBS" AND
LINKS WITH CAREER GUIDANCE
Cross Border Seminar 2010
“Professional Care for Guidance Practitioners
– Who Cares for Those Who Care”
Bratislava, April 15 – 16, 2010
Štefan Grajcár
Central Office of Labour, Social Affairs and Family
Overview
• EUROPE 2020
• Initiative NEW SKILLS FOR NEW JOBS
 Background
 Aims and objectives
 Related subsequent activities and results
• Links with career guidance
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EUROPE 2020 (1)
• EUROPE 2020 - A strategy for smart, sustainable and
inclusive growth - Communication from the
Commission, Brussels, 3. 3. 2010, COM(2010) 2020
• Europe 2020 puts forward three mutually reinforcing
priorities:
– Smart growth: developing an economy based on
knowledge and innovation.
– Sustainable growth: promoting a more resource
efficient, greener and more competitive economy.
– Inclusive growth: fostering a high-employment
economy delivering social and territorial cohesion.
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EUROPE 2020 (2)
EU headline targets:
• 75 % of the population aged 20-64 should be
employed
• 3% of the EU's GDP should be invested in R&D
• The "20/20/20" climate/energy targets should be
met (including an increase to 30% of emissions
reduction if the conditions are right)
• The share of early school leavers should be under
10% and at least 40% of the younger generation
should have a tertiary degree
• 20 million less people should be at risk of poverty.
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EUROPE 2020 (3)
The Commission is putting forward seven flagship initiatives
to catalyse progress under each priority theme:
 "Innovation Union”
 "Youth on the move“
 "A digital agenda for Europe”
 "Resource efficient Europe”
 "An industrial policy for the globalisation era”
 "An agenda for new skills and jobs” - to modernise
labour markets and empower people by developing their
skills throughout the lifecycle with a view to increase
labour participation and better match labour supply and
demand, including through labour mobility
 "European platform against poverty”
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EUROPE 2020: Initiative „An Agenda for
new skills and new jobs“ (1)
"An agenda for new skills and jobs”:
• to modernise labour markets and empower people by
developing their skills throughout the lifecycle with a
view to increase labour participation and better match
labour supply and demand, including through labour
mobility;
• target that will be critical to the success by 2020:
A target on educational attainment which tackles the
problem of early school leavers by reducing the drop out
rate to 10% from the current 15%, whilst increasing the
share of the population aged 30-34 having completed
tertiary education from 31% to at least 40% in 2020
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EUROPE 2020: Initiative „An Agenda for
new skills and new jobs“ (2)
The aim is to create conditions for modernising labour
markets with a view to raising employment levels and
ensuring the sustainability of our social models. This means
empowering people through the acquisition of new skills to
enable our current and future workforce to adapt to new
conditions and potential career shifts, reduce unemployment
and raise labour productivity.
At EU level, the Commission will work:
• To define and implement the second phase of the
flexicurity agenda, together with European social partners,
to identify ways to better manage economic transitions
and to fight unemployment and raise activity rates;
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EUROPE 2020: Initiative „An Agenda for
new skills and new jobs“ (3)
• To adapt the legislative framework, in line with 'smart'
regulation principles, to evolving work patterns (e.g.
working time, posting of workers) and new risks for health
and safety at work;
• To facilitate and promote intra-EU labour mobility and
better match labour supply with demand with appropriate
financial support from the structural funds, notably the
European Social Fund (ESF), and to promote a forwardlooking and comprehensive labour migration policy which
would respond in a flexible way to the priorities and needs
of labour markets;
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EUROPE 2020: Initiative „An Agenda for
new skills and new jobs“ (4)
• To strengthen the capacity of social partners and make full
use of the problem-solving potential of social dialogue at
all levels (EU, national/regional, sectoral, company), and to
promote strengthened cooperation between labour
market institutions including the public employment
services of the Member States;
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EUROPE 2020: Initiative „An Agenda for
new skills and new jobs“ (5)
• To give a strong impetus to the strategic framework for
cooperation in education and training involving all
stakeholders. This should notably result in the
implementation of life-long learning principles (in
cooperation with Member States, social partners, experts)
including through flexible learning pathways between
different education and training sectors and levels and by
reinforcing the attractiveness of vocational education and
training. Social partners at European level should be
consulted in view of developing an initiative of their own in
this area;
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EUROPE 2020: Initiative „An Agenda for
new skills and new jobs“ (6)
• To ensure that the competences required to engage in
further learning and the labour market are acquired and
recognised throughout general, vocational, higher and
adult education and to develop a common language and
operational tool for education/training and work: a
European Skills, Competences and Occupations framework
(ESCO).
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EUROPE 2020: Initiative „An Agenda for
new skills and new jobs“ (7)
At national level, Member States will need:
• To implement their national pathways for flexicurity, as
agreed by the European Council, to reduce labour market
segmentation and facilitate transitions as well as
facilitating the reconciliation of work and family life;
• To review and regularly monitor the efficiency of tax and
benefit systems so to make work pay with a particular
focus on the low skilled, whilst removing measures that
discourage self-employment;
• To promote new forms of work-life balance and active
ageing policies and to increase gender equality;
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EUROPE 2020: Initiative „An Agenda for
new skills and new jobs“ (8)
• Promote and monitor the effective implementation of social
dialogue outcomes;
• To give a strong impetus to the implementation of the
European Qualifications Framework, through the
establishment of national qualification frameworks;
• To ensure that the competences required to engage in
further learning and the labour market are acquired and
recognised throughout general, vocational, higher and adult
education, including non formal and informal learning;
• To develop partnerships between the worlds of education/
training and work, in particular by involving social partners in
the planning of education and training provision.
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Initiative NS4NJ – Background (1)
COUNCIL RESOLUTION of 15 November 2007 on the new
skills for new jobs (2007/C 290/01)
RECALLING in particular:
(1) The Lisbon European Council in March 2000 which
launched a strategy aimed at sustainable economic
growth with more and better jobs and greater social
cohesion, with long term employment targets;
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Initiative NS4NJ – Background (2)
(2) The Integrated Guidelines for growth and jobs (20052008), in particular those addressing the need to improve
matching of labour market needs, to expand and improve
investment in human capital, to adapt education and
training systems in response to new competence
requirements, and to ensure adequate human resources
for Research & Development (R&D) and innovation.
(3) The Conclusions of the Council and of the Representatives
of the Member States meeting within the Council of
14-15 November 2005 on the role of the development of
skills and competences in taking forward the Lisbon
goals.
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Initiative NS4NJ – Background (3)
(4) The Recommendation of the European Parliament and of the
Council of 18 December 2006 on key competences for lifelong
learning (2006/962/EC).
(5) The proposed Recommendation establishing the European
Qualifications Framework for lifelong learning (April 2008).
(6) The Commission Communication ‘E-Skills for the 21st century:
fostering competitiveness, growth and jobs’ of 7 September
2007.
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Initiative NS4NJ – Background (4)
AWARE that:
 Education and training, in the context of a lifelong learning
perspective, are an indispensable means for promoting
adaptability and employability, active citizenship, personal
and professional fulfilment. They facilitate free mobility for
European citizens and contribute to the achievement of
the goals and aspirations of the European Union, as it
seeks to respond to the challenges posed by globalisation
and an ageing population. They should enable all citizens
to acquire the necessary knowledge to take an active part
in the knowledge society and the labour market.
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Initiative NS4NJ – Background (5)
 The objectives of full employment, job quality, labour
productivity and social cohesion can better be reached if
they are reflected in clear priorities: to attract and retain
more people in employment, to increase labour supply; to
improve the adaptability of workers and enterprises; and
to increase investment in human capital through better
education, and the development of skills and
competences..
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Initiative NS4NJ – Aims and objectives (1)
STRESSES the need:
(1) To provide all European citizens with new opportunities
to improve their knowledge, skills and competence
levels, to adapt to new requirements and to move to
new and better jobs, by combining the instruments
which already exist at European and national level.
(2) To anticipate the skills needs — and also the skills gaps
— which are emerging in the European labour markets.
(3) To improve the matching of knowledge, skills and
competences with the needs of society and the
economy as a means to increased competitiveness and
growth, as well as to greater social cohesion, in Europe.
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Initiative NS4NJ – Aims and objectives (2)
THEREFORE INVITES THE MEMBER STATES AND THE
COMMISSION TO:
(1) Equip people for new jobs within the knowledge
society, in particular through:
(a) the raising of overall skills levels, giving priority to the
education and training of those with low skills and
other people most at risk of economic and social exclusion
including early school leavers and young people
with low levels of educational attainment, older
workers, long term unemployed, women trying to
return to the labour market, migrants and people with
disabilities;
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Initiative NS4NJ – Aims and objectives (3)
(b) providing and encouraging initial and continuing
education and training for skills and competences of the
highest quality, even excellence, in order to maintain
and strengthen their capacity for innovation and
utilisation of research, which is required for greater
competitiveness, growth and employment;
(c) the promotion of excellence as regards skills in R&D
and innovation, through inter alia the development of
innovation clusters, involving enterprises as well as
education and training and research institutions, and the
Euroskills 2008 initiative;
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Initiative NS4NJ – Aims and objectives (4)
(d) the implementation of measures which aim at matching
identified skills needs and filling potential gaps;
(e) supporting jobseekers by providing them with vocational
guidance and a personal training plan, which should
identify the competence modules required to move to
new jobs where there are skills gaps;
(f) disseminating information on the skills and competences
needed for new jobs through EURES, the national
employment services and the European and national
networks on guidance.
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Initiative NS4NJ – Aims and objectives (5)
(2) Continue work on the validation of learning outcomes
and the transparency of qualifications, in particular by:
(a) developing the validation of learning outcomes acquired
through formal, non-formal and informal learning at the
national level in line with the Council conclusions of May
2004, the implementation of the European Qualifications
Framework (EQF) and the existing or future European
systems for credit transfer and accumulation in higher
education and vocational education and training;
(b) further developing Europass as an instrument for the
implementation of the EQF and taking into account
progress made in the setting up of national systems for the
validation of non-formal and informal learning.
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Initiative NS4NJ – Aims and objectives (6)
(3) Address funding and quality issues through:
(a) the use of structural funds in support of this initiative, as
well the Lifelong Learning Programme, the
Competitiveness and Innovation Framework Programme
and the Seventh Framework Programme for Research and
Technological Development;
(b) the improvement of the quality and relevance of
vocational education and training at all levels through the
implementation of the quality assurance principles set out
in European reference tools and the involvement of social
partners.
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Initiative NS4NJ – Related subsequent
activities and results
• New skills for new jobs – Anticipating and matching labour
market and skills needs, Brussels, 16. 12. 2008; April 2009
• Skills needs in Europe – Focus on 2020; CEDEFOP, 2008
• Restructuring in Europe 2008 – A review of EU action to
anticipate and manage employment change; EC, December
2008
• Future skill supply in Europe – Medium-term forecast up to
2020, synthesis report – CEDEFOP, 2009
• New skills for new jobs – Action now!, February 2010
• Restructuring in Europe: sector analyses (EC + ILO)
• ESCO Project: 2009 – 2011
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Initiative NS4NJ
– Links with career guidance
• Definition of career guidance:
“Career guidance refers to services and activities intended
to assist individuals, of any age and at any point
throughout their lives, to make educational, training and
occupational choices and to manage their careers....“
• New approach to vocations/occupations
- the most important seem to be skills, competences
(including the key competences)
• New approach to the role of career guidance
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New approach to the role of career
guidance – R. Sultana, 2007 (1)
The nature of guidance:
From a service that is considered to be peripheral …
…to one that is central, a key responsibility for government
in partnership with others;
From a service that draws its rationale and tools from
psychology…
…to a service that is more multi-disciplinary ;
From a service that considers opportunities in the context of
a nation state or region…
…to a service that facilitates student and worker mobility
across Europe;
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New approach to the role of career
guidance – R. Sultana, 2007 (2)
Who guidance is to be provided to:
- From a service aimed largely at secondary level students…
… to a service that caters for the needs of all learners
- From a service that is available to unemployed youth and
adults…
…to a service that caters for within/between career moves
- From a marginal service targeting at risk groups …
… to a mainstream service available more broadly
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New approach to the role of career
guidance – R. Sultana, 2007 (3)
When guidance is to be provided:
- From a service that is provided mainly at key decision
points…
…to a service that is provided lifelong
- From a service that is ‘curative’ and provided at crisis
points…
… to a service that is educative, empowering citizens with
learning and career management skills, preparing for wise
decision-making throughout life
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New approach to the role of career
guidance – R. Sultana, 2007 (4)
Where guidance is to be provided:
- From a service that is offered only in institutional sites…
…to a service that is also available in leisure sites, in the
community, and in the home
- From a service that is formally bounded in time and space…
…to a service that is ubiquitous
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New approach to the role of career
guidance – R. Sultana, 2007 (5)
Who provides guidance:
- From a service that is exclusively provided by the state…
…to a service that is also provided by community
organisations, trade unions, employers and other private
entities
- From a service that is delivered only by guidance staff…
…to a service that includes inputs by stakeholders and
others
- From a service that is staffed by non-specialised personnel…
…to a service that requires pre- and in-service training
s
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New approach to the role of career
guidance – R. Sultana, 2007 (6)
Who provides guidance:
- From a service that tends to focus on personal and
educational guidance issues…
… to a service that gives due importance to career
guidance
- From a service that is poorly professionalized…
…to a service that has clear entry and career progression
routes
- From a service that is staffed by same-level personnel…
…to a service that includes different staff categories,
including paraprofessional workers
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New approach to the role of career
guidance – R. Sultana, 2007 (7)
How guidance is to be provided:
- From a service that focuses on provision…
…to a service that focuses on self-access and self-service
with appropriate levels of assistance when needed
- From a service that is centrally managed…
…to a service that is decentralised but monitored centrally
- From a service that is largely homogenous, irrespective of
client diversity…
…to a service that is differentiated, responding to specific
needs
- From a service that is segmented according to sector…
… to a service that values cross-sector collaboration
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New approach to the role of career
guidance – R. Sultana, 2007 (8)
How guidance is to be provided:
From a service that works with individuals…
…to a service that maximises its impact by also working
with groups
- From a service that is available to students outside the
curriculum…
…to a service that permeates guidance issues through the
curriculum in a planned, co-ordinated manner
- From a service that demands guidance staff to fulfil multiple
roles…
…to a service that encourages specialisation in service
delivery
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New approach to the role of career
guidance – R. Sultana, 2007 (9)
How guidance is to be provided:
- From a service that is unregulated…
…to a service that has codes of conduct and standards of
practice
- From a service that fails to connect education and labour
market data…
…to a service that uses ICT to consolidate different data
- From a service that is under-researched…
…to a service that is regularly evaluated and is
systematically reflexive
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Thank you!
[email protected]