Transcript DGEAC-B5 EU Copenhagen process

“Competing for skills: Vocational Education and
Training in the 21st Century”
Calgary-Alberta, CANADA
31 August 2009
European VET policy and initiatives:
the European model for cooperation
Michel ARIBAUD
[email protected]
Policy officer
DG Education and Culture
Lifelong Learning: Policies and Programme
Structure of presentation
1. The challenges ahead
2. EU policy in Education and Training
3. EU Policy for Vocational Education and
Training
4. Concluding remarks
The Challenges ahead understanding the need for action
The Challenges: Global Context
• Current crisis !!!
• Globalisation – addressing structural change, relocation of
manufacturing, global value chains
• Rapid technological and climate change demand for high skilled workers, “optimal skills mix” - generic
(transferable) versus specific skills, new emerging skill needs
• Ageing societies – new types of jobs (mostly in social
services), ‘replacement demand’, active ageing and cVET
• Migration – filling skill shortages, social inclusion, recognising
competences
The Challenges: EU context
 By 2030 …
 almost 14 million more older
people
 9 million fewer young people
 2 million fewer learners in VET
(at secondary & tertiary level,
if participation doesn’t change)
Future labour markets will rely
more on older workers and
migrants
 Chance to improve the quality of
initial VET and provide better
opportunities for adult learning
Population in EU25 aged 15-24 and 55-64, 2005-2030 (in million)
70
15-24 years
55-64 years
65
60
55
50
45
40
2005
2010
2015
2020
Source: Population projection 2004, Eurostat, baseline variant
2025
2030
The Challenges: EU context
The Challenges: EU context
The Challenges: Policy implications
• Demand for higher skills will continue to rise - adapt to service-oriented
knowledge-intensive economy
• Young generation not enough to fulfil all LM skill needs - LLL is paramount.
Reduce early school leavers, adult learning, train in MST
• Migration may be a partial answer – E&T and intra-European mobility will not
suffice. Ensure social cohesion and equal treatment.
• Skill mismatches - bottlenecks in high skill segments exert upward pressure on
wages. Surplus of unskilled worsen bargaining power, wages, working conditions
• Validate and accredit existing knowledge, skills and competences particularly those with lower-level formal qualifications, older workers, people with
migrant background
• Modernise labour market and social policy – Flexicurity. Attract more people to
LM and support active ageing. Balance work with personal and family lives
EU policy in
Education and Training
Policy: LISBON Strategy
EU to become an advanced knowledge
society with sustainable development,
more and better jobs and greater social cohesion
Lisbon relaunch, 2005
Education and Training 2010:
10-year work programme
Improve
quality
Ensure
accessibility
Open up
to world
National level:
Reforms are going in the right direction…
… but performance against the benchmarks could be improved
Future Strategic objectives (post 2010)
1. Lifelong learning and mobility
2. Quality and efficiency
3. Equity and active citizenship
4. Innovation and creativity
(including entrepreneurship)
EU Policy for Vocational Education and Training
The Copenhagen Process model
The Copenhagen process model:
Key elements
• Integrated part of the overall Lisbon strategy and to the
follow up of common objectives
“Education and training 2010” process
• Since 2002, Based on a voluntary approach & providing
concrete and practical results
• Inclusive; based on an agreement between 33 countries,
the European social partners and the Commission
• Reviewed every two years
(Maastricht 2004, Helsinki 2006, Bordeaux 2008...
and Bruges in2010...)
Copenhagen process aims to improve the
performance, quality and attractiveness of VET
The political process
Agreeing common goals and objectives; inspiring national reforms
Fostering mutual learning
Supports cooperation, working together, learning from others, sharing ideas,
experience and results; evidence based policy making
Involving stakeholders
Enables their contribution to common goals
Developing common tools
Common frameworks and tools; transparency and quality of competences and
qualifications, facilitating mobility (Europass, EQF, ECVET, EQARF….)
Mobility for working and/or for learning: several processes
To design a European
education and training
area
Political cooperation processes
Sorbonne-Bologne: HE area
Bruges 2001: lifelong learning
Copenhague 2002: cooperation in
vocational education and training
Maastricht 2004, Helsinki 2006,
Bordeaux 2008, Bruges 2010… :
European and national development
based on cooperation
To design a European
qualifications area
Two technical cooperation
processes and outputs
• Legibility of qualification for
mobility of workers (UE internal
market) : directive 2005/36 on
•
recognition
of professional qualification
(07.09.05)
• Shared methodologies : five steps
70’s: Equivalence
80’s: Correspondence
90’s: Transparency
2000’s: Common principles
2010’s: Common references
and méthods
Lifelong Education and
training
EU developments 2002-2009
main instruments and initiatives
• Europass – a framework for transparency of competences
and qualifications (2004)
• Common principles on validation of non-formal and
informal learning (2004)
• Recommendation on lifelong guidance (2004)
• Reference Framework for Key competences (2006)
• Action plan on Adult learning (2007)
• European Qualifications Framework for Lifelong learning
– EQF (2008) - driving the establishment of National
Qualifications Frameworks
• European Credit system for VET- ECVET (2009)
• European Quality Assurance Reference Framework for
VET - EQARF (2009)
Bordeaux Communiqué (Nov 2008)
4 priority areas:
1) Implementing the tools and schemes for
promoting cooperation in the field of VET
2) Heightening the quality and attractiveness of
VET systems
3) Improving the links between VET and the labour
market
4) Strengthening European cooperation
arrangements
The “Lifelong Learning” Programme
“Leonardo da Vinci” supporting
Mobility and Innovation in VET
Lifelong Learning Programme
• Duration: January 2007 – December 2013
• Budget: € 7 billion
• 31 Participating countries in 2007:
27 EU-Member States as well as…
Norway, Iceland, Liechtenstein and Turkey
Concluding remarks
From Bordeaux 2008 to Bruges 2010:
Multiple challenges
Short term:
Economic crisis: rising unemployment
Employment reduction of 3.5 million jobs in 2009
Unemployment up to 9.2% in 2009 (7.6% in 2008)
Mismatch in supply and demand
4 million vacancies and 18 million unemployed (2008)
Medium to long-term:
Sectoral changes (New skills for new jobs)
Enhancing knowledge based and low carbon economy
Anticipating changing skill needs
78 million low-skilled in Europe
From Bordeaux 2008 to Bruges 2010:
Addressing the crisis
Sustaining demand, employment and incomes
Flexibility within firms: training and working time arrangement
Supporting transitions: guidance, training and job placement
Stimulus measures for sectors (automotive, construction…)
From Bordeaux 2008 to Bruges 2010:
Preparing the future
Build on existing skills and competences:
CVT, validation and recognition, guidance
Labour market relevance of skills (VET and HE):
Copenhagen (new priority 3), Charter of Universities for LLL
Partnerships between E&T and employers
LLL paradigm focusing on skills and competences:
Build pathways between structures and sub-systems of E&T
Promote eco-innovation, “green jobs” and investment in
strategic and innovative technologies
Further develop European E&T tools, principles and
references
For further information:
DG EAC’s website:
http://ec.europa.eu/dgs/education_culture
E-mail: [email protected]
Merci de votre attention !
Thank you for your attention!