Helsinki, 5 December 2006 Informal meeting of Education Ministers 1 Four years on Reviewing the priorities for cooperation in vocational education and

Helsinki, 5 December 2006 Informal meeting of Education Ministers

1

Four years onReviewing the priorities for cooperation in vocational education and

training

Aviana Bulgarelli

Maastricht 2004

Lisbon 2000

Copenhagen 2002

Helsinki 2006


2

Taking stock Copenhagen – Maastricht – Helsinki 4 years on Enhanced European cooperation

in VET

Outline

Progress in VET policy areas

Challenges from research & reporting

Some Conclusions


3

Taking stock Copenhagen – Maastricht – Helsinki 4 years on Enhanced European

cooperation in VET Copenhage

n2002

strengthen the European dimension

improve transparency, information & guidance systems

recognise competences & qualifications

promote quality assurance

Maastricht2004

national priorities

make aware of and apply the common European instruments

improve public/private investment, training incentives

address the needs of groups at risk

develop flexible pathways and progression

use European social and regional funds to develop VET

strengthen VET planning, partnerships, identify skill needs

develop pedagogical approaches & learning environments

expand teachers’ & trainers’ competence development


4

Progress

4 years on Reviewing the priorities

Where countries report most progress:

National qualifications frameworks (NQF)

Validation of non-formal and informal learning

Quality improvement and assurance – CQAF

Integrating learning with working

Access and equity

Guidance and counselling


5

educational / VET standards

competence-based curricula

assessing learning outcomes

entrepreneurship

language learning

Progress

4 years on The EQF is setting the trend

8 COMMON REFERENCE

LEVELS

Developing NQF …• in more & more countries, gaining in speed in 2005/2006

• linked to emphasis on learning outcomes and progress in:


6

Progress

4 years on Learning outcomes gaining ground Validating non-formal and informal

learning

Slow but steady progress in valuing what people have learned at work and elsewhere to:

• improve lifelong learning opportunities

•make VET systems more flexible

•improve employability & career

Some progress in higher education, but less inclined toopen up for non-traditional learners

Lifelong Learning Pathway

Informal

Formal

On the job

Formal


7

Improving and assuring quality

Progress in:

• improving VET infrastructure, increasing efficiency

• ensuring trust in the value of learning outcomes (NQF)

(e.g. through standards, competence-based curricula, qualifications register, provider accreditation)

Countries recommend to apply the EuropeanCommon Quality Assurance Framework (CQAF)

Progress

4 years on NQF and quality go hand in hand


8

Integrating learning with working

Progress in: •providing learner-need oriented, individualised pathways

•work-based training to attract and retain ‘non-academic’ learners

•marrying theory and practice to develop high skills

New types of apprenticeship and traineeships in:

•initial and continuing training

•higher education (designed by institutions and industry)

•active labour market measures

Progress

4 years on VET for excellence and inclusion


9

Ensuring access and equity Progress in:

•preventing drop out from initial VET •enabling low qualified and migrants to acquire skills

•giving all employed chance for continuing training

Guidance and counsellingProgress in improving access and quality to:

• assist disadvantaged • help the young to make right VET choice

Tools: electronic information systems

11 countries (intend to) use Europass for guidance

Progress

4 years on Supporting individuals & those at risk


10

Challenges The demographic time

bomb

40

45

50

55

60

65

70

2005 2010 2015 2020 2025 2030

Source: Population projection 2004, Eurostat, baseline variant

15-24 years 55-64 years

Population in EU25 aged 15-24 and 55-64, 2005-2030 (in million) By 2030 … almost 14 million more older

people 9 million fewer young people 2 million fewer learners in VET

(at secondary & tertiary level, if participation doesn’t change)

Future labour markets will rely more on older workers and migrants

Chance to improve the quality of initial VET and provide better opportunities for adult learning


11

Challenges Worldwide skills

competition72 million Europeans formally low skilled – as many as the inhabitants of France + Ireland + the Baltic States

together Europe scores:• low on high skills • high on low skills• strong at intermediate skills Europe’s competitive advantage

necessary to cope withincreasing demands anddiffusion of new technologies

high skilled jobs require both vocational qualifications

(secondary & tertiary level) and academic skills

Educational attainment of the adult population (25-64 year-olds) by highest level of education attained, 2005

0

10

20

30

40

50

60

EU 25 Australia Canada Japan Korea Russia USA

Source: EU25: LFS, Eurostat ; other countries: OECD 2004

pre-/primary and lower secondaryupper and post secondary tertiary


12

Older workers’ lifelong learning

Develop age-sensitive HRD policy •build on and value older workers’ skills & competences•recognise their experience & knowledge gained at work•engage them in workplace learning & teaching (e.g. by

mentoring)•provide suited learning environments and pedagogies

Participation in LLL in % by age groups, 2005, EU25

Age group 25-29 30-34

35-39

40-44

45-49

50-54 55-59

60-64

Total(25-64)

Benchmark for 2010

Participation rate

21.4 13.3 11.5 10.5 9.0 7.5 6.0 3.6 10.7 12.5

Source: Eurostat, Labour Force Survey

Challenges Maintaining human

capital


13

FACILITATE

LEARNINGlink school &

enterprises

be familiar

with new work processes

(co)design curricula

work in teams

make progress happen…

Challenges VET teachers & trainers -The forgotten change

agents ?

assess learning

outcomes

guide & counsel learners

but they receive little support to cope with these

1/3 – 2/3 of upper secondary teachers work in VET

but we know little about them

even less abouttrainers in VET

(co)decide VET offer…

They are getting older, their role is changing,their tasks are getting more varied & complex


14

Challenges Show that VET is worth

investing inTotal public expenditure oneducation & trainingat lower, upper & post secondary level

expenditure on VET ranges from 0.3 to 1.1% of GDP

Private expenditure on VET data not available in all countries data on enterprise spending

expected end-2007 (CVTS 3)

Data available for the first time

Total public expenditure on education and training at secondary level, by programme orientation, 2003 (% of GDP)

0

1

2

3

Source: UOE Data collection, Eurostat (sorted by pre-/vocational)

pre-/vocational general


15

Reinforce efforts, consolidate and build on achievements

Continue at national level to …

• establish NQF related to learning outcomes and linking to EQFthrough cooperation with all players and mutual learning

• develop Europass certificate supplementswhich inform on learning outcomes and make EQF mapping easier

• develop validation of non-formal learning central to lifelong learning

• improve quality assurance and encourage implementing the CQAF

Conclusions Four years to go until 2010Helsinki 2006 Stay focused


16

Attractiveness and quality of VET:

Consolidate and build on achievements

Support VET teacher & trainer development, value them aschange agents

Develop in-company learning pathways and improveolder workers‘ lifelong learning

Adequately invest in VET, make benefits visible and encouragecost-sharing

Develop shared policies with other ministries, social partners andother actors

Conclusions Helsinki 2006 Maastricht priorities still

valid


17

To support evidence-based policy making we need

joint efforts to collate more, more accurate and more reliablestatistical data

comprehensive initiatives to identify and anticipate skill needs

research to evaluate policy impact and prepare VETfor future challenges

Conclusions Helsinki 2006 Maastricht priorities still

valid


18

Contact Cedefop’s policy analysis & research reporting team:

Pascaline Descy, Patrycja Lipinska, Anelia Miteva,Lore Schmid and Manfred Tessaring

Helsinki follow-up

2007 Thank you for your attention

www.cedefop.europa.euwww.trainingvillage.gr/policyanalysis

Cedefop’s AGORA event

26 – 27 April 2007:

‘Building a European VET area’

Conference to present and discuss: analyses on progress in VET policies findings from research and statistics future challenges

Documents

Helsinki, 5 December 2006 Informal meeting of Education Ministers 1 Four years on Reviewing the priorities for cooperation in vocational education and