Transcript Slide 1

IPA Component IV - Human Resources Development - European Union Program for Croatia
Main project partner
Sector Strategy Modelling
The UK Experience
This project is implemented by
a SQA-led consortium
David Tournay
Project office: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681
Spark that started major reform
 Impact of 2004 ‘Leitch Review’
 Took longer term view of UK economy up until
2020
 Tasked with identifying ‘optimum skills mix’
 Outcomes impact on both VET system and
broader employment controls
Areas of concern:
Workforce needs to be:
 Growing competition
from China and India
 Reduction in
manufacturing sector
– movement to
potentially new
industries
 Poor productivity
rates
 Dynamic & innovative
 Responsive to
economic changes
 Operating at a higher
technical level (L2 to
L3)
 Increased level of
productivity
What Leitch specifically proposed for VET and
general education system:
Flexibility
Transferability
Progression
Social
Inclusion
How to make this happen:
Develop VET framework which
would be more flexible for
learners and aid progression
Enusre a far more accurate
picture of what employers
needed and will need is
produced
Overall framework(s)
developed by QCDA and
SQA – Central Government
Development of Sector
Qualification Strategy by
SSCs
Area we are going
to examine!
 Sector Skills Council for hospitality, leisure and
tourism industry sectors
 Formed in 2004 – emerged out of existing
organisation
 Sector employs approximately 2 million people
 Includes hotels, restaurants, leisure parks,
armed forces, prisons, school catering, fast food
outlets, leisure clubs, travel services
Industry Issues:
Opportunities:
 Managers lacking required
skills
 Customer service skills not
sufficiently high
 Craft skills – chefs, waiters are
not sufficiently well
developed
 High labour turnover – costs
industry 500 million Euro per
year
 London Olympics set to drive
demand
 Growth still experienced by
industry
 A further 171,000 new jobs
needed by 2017 driven by
industry expansion
 887,000 new staff needed by
2017 created through natural
labour turnover
Principles of qualification planning:
1. Need to understand
what already exists
2. Want to build on what
works well in terms of
learning and
development/qualifications
4. Want to build
qualifications based on
what employers value
6. Want to ensure that
qualifications have long
term benefits to
industry and the wider
economy/society
3. Want to ensure that
qualifications prepare
workforce for the future
5. Want to ensure that
qualifications support
genuine workforce
development
7. Want to highlight the
different ‘purposes’ that
qualifications can have
8. Want to ensure that work
based qualifications
provide progression from
school based qualifications
Sector Qualification Strategy – what is it?
 Plan for what is needed to ensure training and
qualifications are focused on the needs of employers
 Plan for what qualifications need to be revised or newly
created
 Tool to ensures that development is co-ordinated and
organised within and across sectors
 Reference tool for all partners involved, including
government, employers, VET Schools, trade bodies
 Benchmark to measure progress
The process:
6. Produce action plans
5. Develop clear objectives about
priority activities
4. Talk to employers about future needs
and what they want from vocational
training/qualifications
3. Identify further information
needed
2. Gather information that you
already have about qualifications
and training
1. Read the template sections to
understand what is required
What were the outcomes:
1
2
Single point for information for both employers, students and existing
staff. Established website with information regarding vacancies, learning
opportunities and career routes.
Leadership and management. Increased emphasis upon supporting
supervisory management and management level training and
qualificatoin. Also emphasis on ensuring women have greater
opportunity to benefit from training opportunities.
Influence training and qualifications offered by higher education and
universities.
What were the outcomes:
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Qualifications and funding. Reduction in number of qualifications.
Ensuring that all qualification meet the needs of employers .
Assist employers to ’embed’ qualifications into in-house training
programmes.
Regular evaluation of success of qualifications and their impact.
4
Supporting small businesses. Promotion of training and qualification
solutions focused on the needs of smaller businesses. Essential due to
80% of the UK hospitality industry are small businesses.
Work in conjunction with Tourist Board and ‘Business Link’ to promote
opportunities for training.
Establishment of specialist small business advisors.
What were the outcomes:
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Customer Service. Increase the standard of customer service delivery
in the UK.
Development of new ‘world class’ customer service training programmes
and qualifications.
Tourist Board to embed new customer service qualification within their
standards.
6
Chefs. Re-development of work based apprenticeships. Development
of new qualification more suited to delivery in Further Education
Colleges (Tertiary education)
Introduction of ‘fun’ chef programme for 12-14 yr olds. Delivered at the
weekend
New qualifications in food production, patisserie and confectionary
What were the outcomes:
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Pre-employment training. Employers to work with employment service
to provide 30,000 guaranteed work places for long term unemployed and
youth unemployed.
Employers badged as ‘Good Employers’ offering training and career
progression to ensure they become employers of choice.
8
World class skills delivery. Promotion and supporting of ‘trainer
training’ within industry.
Development and promotion of ‘National Skills Academy’ for hospitality
What were the outcomes:
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Attracting high quality people. Produce a broader range of
apprenticeship programmes to increase number of progression routes.
Focus on retaining students and ensuring completion of training courses
and qualifications.
Lobby funding agencies to ensure sector receives sufficient funding.
Employers engaged with delivery of programmes in schools.
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Broadening the appeal of the sector. Promotion of high quality
opportunities for women within hospitality industry.
Research implications of aging workforce on the industry
Asian and oriental sectors more heavily engaged.
Promote and review disability awareness training.
Implementation:
 Series of ‘action plans’ developed
 Gained commitment of range of sector employer
bodies and agencies
 People 1st working closely with employers and
training providers to develop content of
qualifications
 Implementing research to update understanding of
skills required
 Strategy monitored via a group chaired by UK
Tourism Minister. Meets on quarterly basis.
What this looks like:
Professional Cookery – Level 1,2 and 3
Up to 2002, primarily only
one qualification for ‘chefs’
NVQ/SVQ (QCF/SCQF) in
Food Preparation and
Cooking
Contained series of ‘unit’.
Assessed in either VET
College or in the workplace
Food Production and Cooking – Level 2
Kitchen Technician – Level 2
Professional Cookery (Asian and
Oriental) – Level 2 and 3
IPA Component IV - Human Resources Development - European Union Program for Croatia
Main project partner
Thank You
This project is implemented by
a SQA-led consortium
David Tournay
Project office: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681