Transcript Document

Dealing with Training and
Education at European level
The industriAll Europe approach
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Training and Education
• A TU priority at national and European level
• Not an EU competence but key area for
cooperation between Member States
• A central issue in the current EU debate
(Europe 2020, flagship policies on skills,
industrial policy)
• A central topic for sectoral social dialogue
• Strategic re-orientation at European level
“Rethinking Education” Communication
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Training and Education: a long
standing TU priority
Training and especially LLL are essential to:
•
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Promote personal development
Enhance professional mobility and
employability
They are also key to:
• Promote innovation
• Maintain and increase competitiveness
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Training and continuous training:
trade union priorities
• Access to training for all workers (individual
right to training = common industriAll Europe
demand)
• Training should lead to a validation and
recognition of skills and competences
• Vocational training: cost free for employee
• anticipation of skills needs, support and
guidance
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Training and Education at EU level
Importance of T&E is increasingly underlined in different EU
polices (growth and competitiveness, employment,
industrial and sector policies)
Objective:
• to deal with skills mismatches/shortages,
geographical imbalances (brain drain), youth
unemployment, lack of competitiveness
Through:
• Improving and upgrading skills, anticipating and
matching skills needs
• EU initiatives such as SSCs, quality framework for
Traineeships, European Alliance for apprenticeships,
ESCO….
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Training and Education and
Sectoral Social Dialogue
Training, especially LLL/VET, skills and competences
are core issues for sectoral social dialogue activities
Impossible to decouple VET from labour market
needs
(sectoral) social partners are closest to labour
market needs
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Framework of Actions: Competencies,
qualifications and anticipation of change in the
European electricity sector
• Actvities of SSDC Electricity have focused on anticipation of change
and just transition principles
• Transition towards a low-carbon economy implies a complete
transformation of the electricity sector and thus, skills and jobs needs
• Social dialogue has a key role to play in allowing for a smooth
transition
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In 2010 SSDC Electricity
looked into employment
effects of European energy
and climate policies
Provides the base for further
work on just transition principles
and anticipation of skills needs in
the sector
Concluding with
recommendations for Social
Partners
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….Recommendations to Social Partners
1. Tackle the age profile of the sector to ensure a sustainable mix of
skills and competences to meet future needs
2. Develop anticipatory mechanisms
3. Establish a culture of lifelong learning in the work place
4. Improve internal mobility of labour
5. Increase the participation of female workers
6. Work with public authorities
7. Improve social dialogue on the subject of climate change
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Framework of Actions: Competencies,
qualifications and anticipation of change
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Commits European Social Partners and their national members to
address the subject on national, sectoral or company level
National members will report back to the SSDC annually on the
discussions and activities at various levels
Concrete commitments on
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Anticipation of change in view of the impact that the transition to a low-carbon
economy will have on the sector and employment
Mainstreaming of equality: equal possibilities for training and equal recognition
of gained qualifications (Social Partners‘ Toolkit on Equal Opportunities and
Dieversity, 2006)
Ensuring that young workers enter the sector and retraining older workers: 10
Step Plan on promoting age diversity and age management strategies (Social
Partners‘ Toolkit on Demographic Change 2008)
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Framework Agreement on Education, Training and
Lifelong Learning in the SD Chemical Sector
Definition of minimum core competences: European reference for the
occupations of Process Operator and First Line Supervisor in European
Chemical Industry
including short job descriptions for each role as national terminology
may vary (Appendices A and B)
These include:
• The description of key tasks and responsibilities.
• The competence areas identified and required competencies for the
occupations, recognisable for the chemical industry.
.
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Aims of the binding agreement
equal quality and value of education and training for employability and
mobility in the European chemical industry / facilitating their transferability;
benchmarks for national qualifications, national VET programs and
companies for their human resources development
active support of the Social Partners in adapting and modernising VET
systems at European and national levels and in-company training and
lifelong learning;
to further encourage dialogue between employers and workers in the
field of job design and development.
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TU assessment of the outcome
 Quality of the Agreement:
•Initial expectations = binding agreement with a European
certificate/diploma ≠ were not met
•End result = framework agreement with a « transferability »
clause = however satisfactory
•Follow up of the implementation also by working towards the
establishment of a Sector Skills Council
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Setting up a European Skills Council for the
Chemical Industry
• Skills are high on the EU political agenda
• Linking the world of education with the labour
market
• Europe 2020 strategy to create European Sector Skills
Councils (ESSC)
• On 7 December 2012 the “European Skills
Panorama” was officially launched
A European Skills Council =
• A network of experts on skills anticipation
• to use existing networks at national level to
create labour market and skills intelligence at
EU level
Arguments in favour of setting up a
ESSC
• improve the image and enhance the attractiveness of
the chemical industry
• allow for more transparency and mobility on the
labour market
• laying emphasis on a high-level skills management.
• improve the communication between the industry
and the world of vocational education and training
(VET)
Arguments in favour of setting up a
ESSC
• sectors and VET institutions could learn from each
other
• give more visibility for ECEG and industriAll Europe
• strengthen the relationship between the social
partners and vis-à-vis the EU
• Focus on high-level competences
• The EESC will be a tool for the SSDC in the chemical
industry
• pioneer role of the chemical industry