Transcript Workshop 3 Anticipation of skills needs with regards to employability; development of skills within LLL Chair: Michal Kadera Rapporteur: Věra Šťastná.

Workshop 3
Anticipation of skills needs
with regards to employability;
development of skills within LLL
Chair: Michal Kadera
Rapporteur: Věra Šťastná
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Challenges for the next decade
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competition,
globalisation,
technological change,
demographics,
consumers’ needs,
public policies
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Moreover
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Clear message from employers Industry do not have skilled
workforce – not necessarily at the
highest level but at the medium
level.
Demand for complex skills
• basic and vocational (professional) and
• soft (transferable)
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Huge dynamics – locally -globally
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The answer and way ahead
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LLL concept – mobilisation of all
potential – fresh young people as well as
adults;
• in 2030 - 2,3 mil. less young people in
education and 4,7 mil. more adult learners
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Raise aspirations - young people do not
understand value of skills
Raise skill demand - employers - More
skilled people is not enough, we need
more skilled jobs for them to do
Improve provision- systems –
governments
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Instruments we have (1)
EQF and NQF system – systemic & dynamic
instrument for the development
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learning outcomes created and validated via
partnerships of all relevant stakeholders
(industry, employers, education, QA bodies,..)
Opportunity for two worlds (education and
business) work together
underlying LLL concept, permeability between
sectors
recognition of prior learning- recognise industry based
qualifications /credentials
further instruments used–ECTS, ECVET
Connection to QA system
Stated in Europass/Diploma Supplement,
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Instruments we have (2)
Professional lifelong guidance and
counselling
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to guide kids since the early childhood to change their
attitude towards e.g. sciences –try to build on values
right and fair information; use of new technologies
and make this information public
Career education – short work placements
– appetisers for future decisions
Decision - individual responsibility
International experience – mobility –at lower
level already - but do the actors want it?
Language knowledge at apprentices level
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Our approach - immediate future
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Bridging gaps - prominent place ICT skills
Sharing jobs and responsibilities – who does
what –partnerships will see clearly distinct
roles of the major stakeholders involved:
governments, industry, educators, social
partners and individuals
• not clear principle of subsidiarity, rather the horizontal
approach
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Example on ICT: The deployment of 21st
Century training and education
• ICT industry: alignment to demand requirements
• Academic and educational institutions: relevant
learning offerings to industry and society at large
• Governments: enabling environment for real valued
ICT skills
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“European Skills Pact”
European Business summit, 26 March 2009 organised
by the Business Europe
 Emphasis on skills, education and training via the
“European Skills Pact” ???Suggestion for the
new Lisbon Agenda ???
• Launch a Europe-wide private-public alliance;
• Re-focus the European Structural Funds earmarked for
training and re-training in 2007-2013 towards the sectors
most likely to contribute to Europe's competitiveness in
post-crisis times;
• stimulating young people's interest in mathematics,
science and careers in engineering, information and
communications technologies and environmental
protection;
• high-level business-university partnerships - Europe needs
to be a leader in innovation;
• mobility within Europe, as well as between Europe and
other parts of the world, and; ICT mobility
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• Foster innovative approaches to education (including through
e-learning and distance learning, competition and innovation
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Private-public alliance - multi-stakeholder
partnerships at all levels including the
highest one
More mobility and more international
experience
More investment
• multi source
• sharing all resources
• reshuffling of European Structural funds
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Right role of the state
• not strict regulatory measures
• BUT
 reasonable framework
 coordination
 incentives for all actors
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