Transcript Education and Training 2010 Process

ETUI-ETUCE Seminar, Vilnius
31 March 2011
The aim of the seminar
To exchange experience on the role of the trade
unions in the VET sector
To analyse the recent position of VET
To gain added value how trade unions can have
influence on improving the sector and
How teacher unions can contribute to the
recovery from the crises
DAY 1
Ms Ruta Osipaviciute, FLESTU president.: VET is
essential in Lithuania and social dialogue in this
education sector iseffective
Ms Maike Koops, European Commission: Adult
Learning policies challenges and next steps at
European level. Education sectors should cooperate
more in the framework of lifelong learning:
vocational, adult, non-formal, informal to increase
the level of quality.
Studies: Adult learning professions, Key
competences of staff , future study on financing VET.
DAY 1
Mr Martin Romer, ETUCE: ETUCE answer to the EU
VET policies.
The EU has strong focus on VET considering its role
in the economy.
The Commission, the Council of the EU and the
Belgian Presidency have all tried to enforce the
development of VET recently.
Trade unions must follow the new EU initiatives on
VET.
DAY 1
ETUCE supports the quality development but highlights more
investment in VET - not only from labour market
perspective but from a holistic approach.
ETUCE opposes to set up additional instruments on
forecasting skills to jobs in the framework of skills
councils.
VET and adult learning should be publicly founded.
EU trend: start of privatisation.
Lifelong Learning Programmes: projects, mobility
European Structural Funds
European Neighbourhood
European Social Fund
DAY 1 Working Groups
Social dialogue and VET: Involvement of teacher
unions
Group 1: Improving the attractiveness of VET
Problems:
 Crises and high unemployment contributes to low
motivation
 Students without support
 More unqualified teachers
 Privatization of VET as an approaching trend
 Bad conditions, lots of student
 Low wages and quitting teachers
DAY 1 Working Groups
Social dialogue and VET: Involvement of teacher
unions
Group 1: Improving the attractiveness of VET
Proposals:
 More teacher trainings
 Guidance and counselling services: for both teachers
and students (employability)
 Bridge between schools and enterprises
 Media campaign
DAY 1 Working Groups
Social dialogue and VET: Involvement of teacher
unions
Group 2: Economic and demographic challenges
Problems:
 Budget cuts in VET while this is an expensive sector
(materials, technological development)
 Negative image towards VET schools and vocations
(schools and Ministries)
 Low skilled teachers
 After the crises the public sector professions are
attractive
DAY 1 Working Groups
Social dialogue and VET: Involvement of teacher unions
Group 2: Economic and demographic challenges
Proposals to the TUs:
 Recruitment of more young teachers. More information, better
salary, better working conditions, mentoring in VET
 Supporting measures for different groups in the TU
 TU should apply for more projects to improve continuous teacher
training; Sabbathical leave
 TU should inform teachers on lifelong learning
 Social dialogue: enforce government to keep high standard,
Better communication, networking among the stakeholders
 Improve the image of the sector: quality teaching with qualified
and experiences teachers. Mixed schools: general and VET
DAY 1 Working Groups
Social dialogue and VET: Involvement of teacher
unions
Group 3: Future profile of teachers
Problems:
 Low status of VET teachers
 Aging teachers
 Low salary, bad working conditions, high work load
 Fewer children
 Migration
DAY 1 Working Groups
Social dialogue and VET: Involvement of teacher
unions
Group 3: Future profile of teachers
Proposals:
 Role of school leaders is essential
 More in-depth analyses is necessary to know the
present situation
 Trade unions should harmonize their actions
 Initial teacher training must be improved
DAY 2
Mr Romualdas Pusvaskis, Ministry of Education and Science:
Development of VET and qualification system in Lithuania
VET modernisation was achieved with the participation of the
social partners: initial and continuous VET and guidance and
counseling.
Quality of VET :
social partnership,
standards
early identification of skill needs
system of licences
register of study and training programmes
decentralization of governance (status of self-governance),
teachers qualifications are upgraded
DAY 2
Ms Tatiana Babruaskiene: Key competences of VET teachers
Project description: good position of the social dialogue in
Lithuania where the teacher trade union and the government can
cooperate well on the VET development.
Project report: in 3 weeks
DAY 2 Working Groups
VET, key competences and Lifelong learning
Group 1: Changing needs and teachers training
 Pedagogical development,
 Professional development: new technology
 Interactive method
 Respect of class and society
 Creation of common platform where teachers
exchange teaching methods.
 Ministries should provide a guidelines on skills needs.
 Role of the social dialogue: social partners have to
cooperate.
DAY 2 Working Groups
VET, key competences and Lifelong learning
Group 2: VET schools as teachers’ learning environment
 Establish contacts with employers who provide
apprenticeship for students: Teachers can also learn and
keep up-to-date
 The role of trade unions is establishing links between
employers and educational institutes
 Links with pprofessional guilds is valuable: advice on new
technology.
 Reforms in education must be implemented gradually and
must take into account the needs of older teachers and who
are less likely to endorse big changes.
 Teachers must teach competencies apart from subjects.
DAY 2 Working Groups
VET, key competences and Lifelong learning
Group 2: VET schools as teachers’learning environment
 Trade Unions should be considered as major stake holders
in issues of teacher training.
 Social dialogue should also lead to maintaining quality, and
training professionals.
 Social dialogue should also establish wage benchmarks and
improve minimum wages of teachers.
 Respect for teachers is lacking in many countries and this
should be addressed.
 Trade unionists should participate in training seminars
organised by Cedefop and other organisations like
European Training Foundation.
DAY 2 Working Groups
VET, key competences and Lifelong learning
Group 3: TUs’ influence on VET systems on lifelong
learning
 Actions have to be interacted,
 Quality assurance, less workload and better wages,
 Key competences should be taught, broader perspective of
teaching,
 Participation in mobility programmes.
 Teachers must be involved in more dialogue, promotion of social
dialogue.
 Exchange of experience (pedagogical experiences.)
... where to start
Future ETUCE activities on VET
ETUCE WORK PROGRAMME 2011-2012:
ACTIVITIES ON VET (1)
- Monitoring and follow-up on the EU VET
policy, follow up on the Bruges Communiqué
- More representation at EC Working Groups
- Establishment of a VET Working Group for 2
years
- policy development
- project(s)
- study
ETUCE WORK PROGRAMME 2011-2012:
ACTIVITIES ON VET (2)
- Monitor and inform on development of
guidelines on validation of non-formal and
informal learning
- Follow up on the implementation of ECVET
- Develop policy on quality assurance
- Follow-up on skills forecasting, ESCO groups,
Professional Qualification Directive
www.etuce-csee.org
Thank you for your
attention!