ETUCE response ETUCE response

to the EU VET policyto the EU VET policy

VET in Lifelong Learning – the role of the VET in Lifelong Learning – the role of the teacher trade unionsteacher trade unions

ETUI-ETUCE Seminar, VilniusETUI-ETUCE Seminar, Vilnius

30 March 201130 March 2011

1. ETUCE Activities1. ETUCE Activities

2. ETUCE response on EU VET policy2. ETUCE response on EU VET policy

3. Future ETUCE activities on VET3. Future ETUCE activities on VET

11. . ETUCE Activities ETUCE Activities

THE ETUCETHE ETUCE

• Established in 1975• Since November 2010: European Region of

the Education International

• Represents 12.8 million teachers in Europe, 135 teacher’s organisations

• In the EU: 5.5 million teachers of 110 trade unions

• All levels of education

THE ETUCETHE ETUCE

1. Represent the interest of teachers at the EU Institutions and at the Council of Europe supporting teachers to strive for appropriate working conditions

2. Promote high quality education for all in Europe

3. Social Dialogue at EU level with employers

ETUCE SECRETARIATETUCE SECRETARIAT

TASKS 1TASKS 1

SOCIAL DIALOGUE (1)SOCIAL DIALOGUE (1)

• European Sectoral Social Dialogue in the Education Sector• According to Article 138-139 in the Treaty• Cross-sectoral SD • Sectoral SD

• Process was funded and supported by the European Commission

• Result: ETUCE is a social partner since June 2010

TASKS 1TASKS 1

SOCIAL DIALOGUE (2) SOCIAL DIALOGUE (2) European TradeUnion Committee

forEducation - ETUCE

European Federation of Education Employers -EFEE

CEEPEuropean Centre of Employers and Enterprises

Social Dialogue Committee for Education:1 teacher trade union representative from each country - ETUCE1 employer’s representative from each country - EFEEEU Commission

EPSUEuropean Federation of Public Service Unions

TASKS 1 TASKS 1

SOCIAL DIALOGUE (3) SOCIAL DIALOGUE (3)

Agreements with EFEE: - Investment into the future- Joint guidelines: Lifelong Learning

development in the framework of the CO-REG project

- Cross-sectoral Third –party violence

3 working groups:- Demographic changes- Higher Education- Quality

TASKS 2 - MONITORINGTASKS 2 - MONITORING

Monitoring the new EU education and employment policy- statements to the European Commission, to the Presidency of the Council of European Union- Consult teacher unions on EU initiatives, informing the ETUCE member organisations on EU education policy via the ETUCE newsletter, circular and website, etc.- Promote national follow-up structures with stakeholders for the implementation of EU education policy – ensure continuous dialogue

TASKS 3 – REPRESENTATIONS TASKS 3 – REPRESENTATIONS AT EU INSTITUTIONSAT EU INSTITUTIONS

OPEN METHOD OF COORDINATION WORKING GROUPS : OPEN METHOD OF COORDINATION WORKING GROUPS :

WG 1: WG 1: ModernisationModernisation of Higher Education of Higher Education

  WG 2: Assessment of Key CompetencesWG 2: Assessment of Key Competences

  WG 3: Professional development of teachersWG 3: Professional development of teachers

  WG 4: Mathematics, science and technologyWG 4: Mathematics, science and technology

  WG 5: Languages and employmentWG 5: Languages and employment

  WG 6: Early language learning WG 6: Early language learning

European Commission LLP European Commission LLP ProgrammeProgramme Working Group Working Group

European Commission Professional Qualification Card European Commission Professional Qualification Card Steering Group; Bologna Follow-up Group, etc.Steering Group; Bologna Follow-up Group, etc.

Ministerial and EU-level meetings: eg. Bruges Ministerial and EU-level meetings: eg. Bruges CommuniquéCommuniqué

Promoting the trade unions at conferences, seminarsPromoting the trade unions at conferences, seminars

TASKS 4 TASKS 4

PROJECT MANAGEMENT (1) PROJECT MANAGEMENT (1)

• Raise awareness on specific issues amongst our member organisations

• Improve teachers’/teacher unions’ expertise concerning a certain topic

• Exchange information and best practices• Support teacher unions• Support the inclusion of e.g. psychosocial

hazards in collective agreements in the education sector

TASKS 4 TASKS 4

PROJECT MANAGEMENT PROJECT MANAGEMENT (2) (2)

Covering all education sectorsCovering all education sectors

Topics: - Lifelong Learning implementation at schools, - Cyber-harrassment against teachers and

students,- ICT in education- Contribution of education to solve the Contribution of education to solve the

economic crisiseconomic crisis- Work-related stress, violenceWork-related stress, violence- Health and safetyHealth and safety

2. ETUCE response on EU VET 2. ETUCE response on EU VET policypolicy

EI - ETUCE VET POLICYEI - ETUCE VET POLICY

2011 ETUCE Resolution2011 ETUCE Resolution

2010 Statements: EU new VET policy and future LLL 2010 Statements: EU new VET policy and future LLL Programmes 2014-2020Programmes 2014-2020

2007 EI Resolution on vocational education and 2007 EI Resolution on vocational education and trainingtraining

2004 EI Resolution on Vocational Education2004 EI Resolution on Vocational Education

1998 EI Resolution on Vocational Education and 1998 EI Resolution on Vocational Education and TrainingTraining

1997 ETUCE Colloquium on Vocational Education 1997 ETUCE Colloquium on Vocational Education and Trainingand Training

1995 EI Resolution on Youth Training and Entry into 1995 EI Resolution on Youth Training and Entry into EmploymentEmployment

1995 Vocational Education in the EU, ETUCE policy 1995 Vocational Education in the EU, ETUCE policy paperpaper

ETUCE POSITION

ON EDUCATION

UN Convention + UNHR Declaration: education is UN Convention + UNHR Declaration: education is human rights, therefore the education should be human rights, therefore the education should be publicly founded and publicly regulated.publicly founded and publicly regulated.

Investments in education should be strengthened and Investments in education should be strengthened and that cutting the education budgets jeopardises the that cutting the education budgets jeopardises the future of the European society and the recovery of future of the European society and the recovery of Europe from the recent economic downturn.Europe from the recent economic downturn.

The most essential task of the education systems is The most essential task of the education systems is educating for life for all, regardless their social educating for life for all, regardless their social background and development of citizenship from a background and development of citizenship from a broad perspective. broad perspective.

CONSEQUENCES OF THE FINANCIAL CONSEQUENCES OF THE FINANCIAL AND ECONOMIC CRISIS AND ECONOMIC CRISIS

23 million people are unemployed in the EU now23 million people are unemployed in the EU now

Difficulties in recruiting high-skilled employeesDifficulties in recruiting high-skilled employees

In 2009 almost all EU countries reduced their In 2009 almost all EU countries reduced their expenditure in education by a significant level expenditure in education by a significant level

Education systems are at risk of degrading Education systems are at risk of degrading teachers’ working conditions, infringement of teachers’ working conditions, infringement of pupils’ rights, even school closure and a general pupils’ rights, even school closure and a general deterioration of the quality of education. Social deterioration of the quality of education. Social exclusion is also at risk.exclusion is also at risk.

EU VET POLICYEU VET POLICY TREATY OF THE EUROPEAN TREATY OF THE EUROPEAN

UNIONUNION

TREATY OF THE EUROPEAN UNION: TREATY OF THE EUROPEAN UNION: - Education is a national competence, considering cultural Education is a national competence, considering cultural

and linguistic diversity in the EUand linguistic diversity in the EU- the EU contributes to the development of quality the EU contributes to the development of quality

education: education:

- by encouraging cooperation between Member States - by encouraging cooperation between Member States

- by supporting and supplementing their action, while - by supporting and supplementing their action, while fully respecting the responsibility of the Member Statesfully respecting the responsibility of the Member States

- But VET has a special place in the TREATY:But VET has a special place in the TREATY:

Article 166 on VET: Union shall implement a vocational Article 166 on VET: Union shall implement a vocational training policy which shall support and supplement the training policy which shall support and supplement the action of the Member States, while fully respecting the action of the Member States, while fully respecting the responsibility of the Member States for the content and responsibility of the Member States for the content and organisation of vocational training.organisation of vocational training.

EU EDUCATION POLICY EU EDUCATION POLICY EU2020 (2010-2020) HEADLINE EU2020 (2010-2020) HEADLINE

TARGETSTARGETS

75 % of the population aged 20-64 should 75 % of the population aged 20-64 should be employed. be employed.

The share of early school leavers should be The share of early school leavers should be under 10% and at least 40% of the younger under 10% and at least 40% of the younger generation should have a tertiary degree. generation should have a tertiary degree.

20 million less people should be at risk of 20 million less people should be at risk of povertypoverty

The main focus is now on The main focus is now on

VOCATIONAL EDUCATION AND TRAININGVOCATIONAL EDUCATION AND TRAINING

EU VET POLICYEU VET POLICYOBJECTIVES OBJECTIVES

1. Aiming at the development of funding 1. Aiming at the development of funding programmes which are focused on actions to programmes which are focused on actions to achieve common goals = achieve common goals = Lifelong Learning Lifelong Learning ProgrammeProgramme

2. Focus on co-operation with national 2. Focus on co-operation with national authorities andauthorities and

European stakeholders on improving policies European stakeholders on improving policies and exchanging good practice through the and exchanging good practice through the Open method of coordination = Open method of coordination = Policy Policy objectivesobjectives

EU VET POLICYEU VET POLICY LIFELONG LEARNING PROGRAMME (1)LIFELONG LEARNING PROGRAMME (1)

EU VET POLICYEU VET POLICYLIFELONG LEARNING PROGRAMME (2)LIFELONG LEARNING PROGRAMME (2)

ETUCE STATEMENT ON THE NEW LLL PROGRAMME 2014-2020

• now neither young people nor teachers apart from in higher education can participate in mobility programmes effectively;• gaining experience from learning mobility is equally important for primary school, secondary school and VET students as well as for adult learners;• VET teacher mobility is essential but qualified teacher replacement should be ensured and financed, also portability of pension and security rights, recognising periods of experience abroad, and the proper support of teachers within mobility by the employers of the sending and hosting countries.

NEW EU VET POLICYNEW EU VET POLICY

10/2010 10/2010 Communication from the Commission to Communication from the Commission to the European Parliament : The new impetus for the European Parliament : The new impetus for the European cooperation in vocational the European cooperation in vocational education and training to support the Europe education and training to support the Europe 2020 Strategy 2020 Strategy

11/201011/2010 Conclusions of the Council on Priorities for Conclusions of the Council on Priorities for enhanced European cooperation in vocational enhanced European cooperation in vocational education and training for the period 2011-2020.education and training for the period 2011-2020.

12/2010 Bruges Communiqué12/2010 Bruges Communiqué

09/2011 Validation of non-formal and informal 09/2011 Validation of non-formal and informal learninglearning

ETUCE STATEMENT

ON THE EU VET POLICY (1) ON THE EU VET POLICY (1)

The ETUCE agrees with the objective in its STATEMENT:The ETUCE agrees with the objective in its STATEMENT:- to increase the status of VET through to increase the status of VET through modernisationmodernisation

by promoting attractiveness both for teachers and by promoting attractiveness both for teachers and students. students.

- to create a “World class VET”to create a “World class VET”- importance of validation of non-formal and informal importance of validation of non-formal and informal

learning is essential not only for reintegrating the learning is essential not only for reintegrating the people into the labour market but also into society.people into the labour market but also into society.

- European Commission stresses the role of teachers European Commission stresses the role of teachers and trainers in the process of VET modernisation and and trainers in the process of VET modernisation and focuses on how they are recruited, on their focuses on how they are recruited, on their professional development and on their status in professional development and on their status in society.society.

ETUCE STATEMENT

ON THE EU VET POLICY (2) ON THE EU VET POLICY (2)

The ETUCE opposes in its STATEMENT thatThe ETUCE opposes in its STATEMENT that the EU does not support the provision of the EU does not support the provision of

additional resources in this field to additional resources in this field to quality quality study study teaching teaching and to training mobility and to training mobility periods of learners and VET professionalsperiods of learners and VET professionals

EU: the role of VET is to fulfill first and EU: the role of VET is to fulfill first and foremost the the demands of the labour foremost the the demands of the labour market and not the individual needsmarket and not the individual needs

entrepreneurship, business and industry entrepreneurship, business and industry orientated VETorientated VET

ETUCE STATEMENT

ON THE EU VET POLICY (3)ON THE EU VET POLICY (3)

The ETUCE opposes thatThe ETUCE opposes that

EU: initial and continuous training have to focus EU: initial and continuous training have to focus on company-based learning rather than a on company-based learning rather than a holistic approach of the profession.holistic approach of the profession.

Partnerships in form of “skills councils” solely on Partnerships in form of “skills councils” solely on monitoring and forecasting the needs of the monitoring and forecasting the needs of the labour market, developing labour-skills labour market, developing labour-skills oriented profiles, curricula and certification oriented profiles, curricula and certification would focus on over technical adaptation of would focus on over technical adaptation of VET to the labour market rather than VET to the labour market rather than supporting the individual to get the best supporting the individual to get the best education in life. SEE ALSO: ESCOeducation in life. SEE ALSO: ESCO

ETUCE POSITION

ON THE BRUGES COMMUNIQUÉ ON THE BRUGES COMMUNIQUÉ

(1)(1) Bruges Communiqué: It responds to the critics of the stakeholders on It responds to the critics of the stakeholders on

the the Communication , Communication , so includes holistic, broader so includes holistic, broader social approach of the educationsocial approach of the education

key competences and democratic citizenship has key competences and democratic citizenship has to be included in the future VET representingto be included in the future VET representing

still insists on forecasting skills and competences still insists on forecasting skills and competences focusing on “the changing demand of skills and focusing on “the changing demand of skills and competences on the labour market”competences on the labour market”

maintenance of balance between school-based maintenance of balance between school-based and work-based learning is essential in respect to and work-based learning is essential in respect to the diversity of the VET systemsthe diversity of the VET systems

ETUCE POSITION

ON THE BRUGES COMMUNIQUÉ ON THE BRUGES COMMUNIQUÉ (2)(2)

Bruges Communiqué: ETUCE welcomes that the Commission plans ETUCE welcomes that the Commission plans

regular, short-term revision of the existing regular, short-term revision of the existing occupational, educational standards with the occupational, educational standards with the involvement of the social partners. involvement of the social partners.

ETUCE demanded the cooperation models ETUCE demanded the cooperation models between companies/businesses and education between companies/businesses and education (“common language”, “work based learning”, (“common language”, “work based learning”, “labour-market outcome-oriented” initial studies) “labour-market outcome-oriented” initial studies) to remain balanced between the holistic approach to remain balanced between the holistic approach and the labour market relevance in school and the labour market relevance in school curricula, initial and further teacher education.curricula, initial and further teacher education.

ETUCE POSITION

ON THE BRUGES COMMUNIQUÉ ON THE BRUGES COMMUNIQUÉ (3) (3)

Bruges Communiqué: ETUCE suggested that guidance services ETUCE suggested that guidance services

could also include counselling related to could also include counselling related to further studies, personal life development in further studies, personal life development in order to target social inclusion.order to target social inclusion.

Considering the process of “Considering the process of “changing profiles changing profiles of VET teachers and trainersof VET teachers and trainers” the ETUCE ” the ETUCE insists on involving the social partners insists on involving the social partners including teachers’, headmasters’ and including teachers’, headmasters’ and students’ organisations and trade unions. students’ organisations and trade unions.

ETUCE POSITION

ON FINANCING VETON FINANCING VET Communication on Early Childhood Education: Member Communication on Early Childhood Education: Member

States are encouraged invest the most to this sector States are encouraged invest the most to this sector New Flagship Initiative on Youth on the Move and New Flagship Initiative on Youth on the Move and New New

VET Policy for 2011-2020: VET Policy for 2011-2020: - education can become merely a tool for economic

growth / an excuse to weaken social security;- increased availability of study loans in Higher increased availability of study loans in Higher

Education, EU-level student lending facility is highly Education, EU-level student lending facility is highly emphasized emphasized

- emphasising the importance of only those key - emphasising the importance of only those key competences that are connected to the labour market, competences that are connected to the labour market, but neglecting arts, culture etc.but neglecting arts, culture etc. ETUCE: there is an ETUCE: there is an increasing trend that apart Early Childhood Education increasing trend that apart Early Childhood Education the education sector will be commercialized ->the education sector will be commercialized ->

More attention, more actions, lobbying against this More attention, more actions, lobbying against this trend by the ETUCE.trend by the ETUCE.

EU POSITION

ON FINANCING VETON FINANCING VET

3. Future ETUCE activities on 3. Future ETUCE activities on VETVET

ETUCE WORK PROGRAMME 2011-2012: ACTIVITIES ON VET

(1)- Monitoring and follow-up on the EU VET Monitoring and follow-up on the EU VET

policy, follow up on the Bruges policy, follow up on the Bruges CommuniquéCommuniqué

- More representation at EC Working GroupsMore representation at EC Working Groups- Establishment of a VET Working Group for Establishment of a VET Working Group for

2 years2 years

- policy development- policy development

- project(s)- project(s)

- 2 studies on teacher recruitment and - 2 studies on teacher recruitment and financing of VETfinancing of VET

ETUCE WORK PROGRAMME 2011-2012: ACTIVITIES ON VET

(2)

- Monitor and inform on development of Monitor and inform on development of guidelines on validation of non-formal guidelines on validation of non-formal and informal learningand informal learning

- Follow up on the implementation of Follow up on the implementation of ECVETECVET

- Develop policy on quality assuranceDevelop policy on quality assurance- Follow-up on skills forecasting, ESCO Follow-up on skills forecasting, ESCO

groups, Professional Qualification groups, Professional Qualification DirectiveDirective

www.etuce-csee.org

Thank you for your Thank you for your

attention!attention!