1 Part I EU lifelong guidance policy Milan REMIŠ DG Education and Culture Unit A1 – Lifelong learning: contribution to the Lisbon process [email protected]

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Part IEU lifelong guidance policyEU lifelong guidance policy

Milan REMIMilan REMIŠŠDG Education and CultureDG Education and Culture

Unit AUnit A11 – Lifelong learning: contribution to the Lisbon process – Lifelong learning: contribution to the Lisbon [email protected]@ec.europa.eu

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Part I

Part IPart ILifelong learning and guidance policyLifelong learning and guidance policy

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• globalisation – structural changes, relocation of manufacturing

• unemployment <-> shortages in certain sectors• demographic changes – new types of jobs

(mostly in social services)• technological development – demand for high

skilled workers, generic (transferable) versus specific skills

Context: challenges of the EU

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• Lisbon European Council (2000)• Barcelona European Council (2002)• Education & Training 2010 co-operation

– Bologna process (Declaration on higher education, June 1999)

– Copenhagen process (Declaration on vocational training, November 2002)

• EU Lifelong learning policy + common objectives/targets• Renewed Lisbon strategy (March 2005)

Political context

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• Common objectives

• Peer learning

• Monitoring of progress (indicators and benchmarks, biennial joint reports)

• EU reference tools supporting national reforms

Open method of coordination

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• Lifelong guidance• Validation of non-formal learning• Europass (transparency/self-assessment)• Key competences• ECVET and Quality Assurance package (04/08)• European Qualifications Framework (adopted

22/04/08)• Adult learning action plan and Council

Conclusions (adopted 22/05/08)

Principles and initiatives

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• Green paper on Education + Migration (6/08)• Communication on schools (6/08)• French presidency:

– Guidance conference, Lyon, 17-18/09/2008– Next stage of Copenhagen process, Bordeaux, 25/11/08

• New skills for new jobs communication (12/08)• Future strategic framework for Education and

Training co-operation post 2010 (12/08)• European year of creativity and innovation 2009

Forthcoming initiatives

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Part I

Part IIPart IINetworks in lifelong guidanceNetworks in lifelong guidance

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• Network of National Resource and Information Centres for Guidance, established in 1992

• Objectives:– Develop European dimension in national systems of

educational and vocational guidance and counselling– Promote mutual awareness and cooperation between

guidance services – Support EU policy initiatives in the filed of lifelong

guidance– Provide and exchange quality information on guidance– Cooperation on PLOTEUS portal on learning opportunities

Euroguidance

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• Resolution on Lifelong Guidance of the EU Council (2004)

• Conclusions of the Finnish EU-presidency conference (2006)

• Preparatory meeting in Brussels, March 9, 2007• Inaugural meeting in Helsinki, May 7-8, 2007• 28 members and one observer• Co-financed by the Lifelong learning programme

European Lifelong Guidance Policy Network

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• access to guidance and the quality of guidance systems improved in general

• but much remains to be done - many countries still have significant gaps in provision and deficits in quality

• it is important that collaboration at EU level is maintained and enhanced

Finnish presidency conference on lifelong guidance, 2006

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• National guidance fora can play an important role in supporting policy development within member-states

• Such fora need to embrace all dimensions and sectors of guidance provision (including schools, VET, tertiary education, public employment services, community-based services)

• The nature, tasks and structures of the fora should be related to the needs within each country

• Active involvement of policy-makers is essential• The work of national guidance fora could be significantly

strengthened by the activities of the ELGPN

National guidance fora

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• Support for policy development

• Policy sharing, peer-learning activities

• Information gathering

• Policy analysis and research

• Use of reference tools

• Exploiting project outcomes

• Strengthening representative structures

ELGPN: long term objectives

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• ELGPN and the national fora should be linked, through appropriate membership or co-operation arrangements, to other relevant networks and initiatives at European level:

• Euroguidance network• Public Employment Services (PES) network• professional networks, e.g. IAEVG, FEDORA• international organisations, bodies (e.g. OECD) • other relevant stakeholder networks (e.g. social partners,

parents)

ELGPN: Co-operation with other structures

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Part IPart IIIPart III

Recent initiativesRecent initiatives

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Part IEuropean Qualifications Framework for European Qualifications Framework for

lifelong learninglifelong learning

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• barriers to lifelong learning and mobility: between Member States and between systems, e.g. between higher education and VET within countries

• member states asked the Commission to develop instrument for transparency of qualifications and mobility

• Bologna/Copenhagen process• complements other mobility instruments:

Europass/ECTS/ECVET

EQF: reasons and context

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• Looks at learning outcomes

• 8 levels covering general, HE and VET (LLL)

• Create common reference framework as translation device between qualifications systems and levels

• Aims: enhance mobility and Lifelong learning

EQF: approach and objectives

20EQF Level 1EQF Level 1

EQF Level 2EQF Level 2







Country ACountry A

Country BCountry B

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQS

Q

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQS

NQF/

NQS

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• Existing NQFs: Ireland, UK France, Malta• Commitment to NQF: Austria, Belgium, Bulgaria,

Croatia, Czech Republic, Germany, Hungary, Italy, Latvia, Portugal, Slovak Republic, Slovenia and Turkey

• Considering or preparing NQFs: Denmark, Estonia, Finland, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Romania and Sweden

• Not preparing: Cyprus, Greece, Iceland

Implementation in countries

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Part IEuropean Credit system for Vocational European Credit system for Vocational

Education and TrainingEducation and Training(ECVET)(ECVET)

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• dedicated to individuals, in a borderless and lifelong learning perspective

• based on learning outcomes (knowledge, skills, competence) • achieved in all learning contexts (formal, non F, informal) • centred on qualifications and fully coherent with EQF• focused on Mobility• transparency and “tool” oriented• compatible with ECTS used in the higher education sector

ECVET is:

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Learning context A Learning context B

Transcript of record

Validation of L.O.Recognition of L.O.

Accumulation of L.O.

Assessment of L.O. Credit for L.O.

Country ACountry A Country BCountry B

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• Concepts and glossary• Description of qualifications in units of learning

outcomes• Transfer Process (assessment, validation,

recognition and accumulation of learning outcomes) and partnerships (essential)

• ECVET points allocated to qualifications and to units (additional)

The ECVET package:

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Qu

alif

icat

ion

10 Points

30 Points

20 Points

Unit

Unit

Unit

60 Pts

ECVET points indicate the relative weight of units:

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• Promote ECVET and implement it from 2012 at the latest• Support the development of partnerships and networks

involving VET stakeholders, social partners and sectors• Ensure access to information and guidance• Ensure that concerned qualifications and related Europass

documents contain explicit information on the use of ECVET• Promote and apply the principles for Quality assurance • Insure that mechanisms of coordination and monitoring are

operational

Recommendation to Member states:

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Part INew Skills for New JobsNew Skills for New Jobs

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New Skills for New Jobs

Steps forward• “New Skills for New Jobs" Communication to be ready by

the end of 2008: First assessment of skills needs up to 2015 (CEDEFOP) Mapping of existing tools at national and European level Proposal to develop common European forecasting

approach

• Further after 2008 – to establish a long term forecasting infrastructure and sector scenarios

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New Skills for New JobsThe role of E&T systems• Raising levels of skills• Ensuring a better match between the skills « supplied » with

skills « demanded » by the society/economy (including improved guidance services)

• Increasing responsiveness of E&T system • Increasing participation in lifelong learning• Inclusion of groups at risk (older workers, people with

disabilities, migrants …)• Change to learning outcomes approach (EQF, ECVET,

validation of non-formal/informal learning)

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New Skills for New JobsThe role of guidance• Interface between E&T and labour market• Awareness of results of forecasting initiative – inform the

clients to make the right career choices• Increased importance of guidance services in relation to

New Skills for New Jobs initiative and flexicurity strategies

• Council Resolution on NSNJs (11/2007) – information about skills and competences needs to be disseminated through EURES, national employment services, European and national network on guidance

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Thank youfor your attention!

Documents

1 Part I EU lifelong guidance policy Milan REMIŠ DG Education and Culture Unit A1 – Lifelong learning: contribution to the Lisbon process [email protected]