Skills challenges in Europe

Food for thought fromNorth Carolina

Community Colleges

Risto RaivioChapel Hill 28.09.2012

Schedule of the presentation

• 1. Skills challenges in Europe• 2. Vocational training (VET) in European

education systems• 3. Why to study community colleges in North

Carolina?• 4. Key lessons learned• 5. Use of the findings?• 6. And other way round: what to learn from

Europe?

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Skills challenges in Europe• - Skills as a major element in the recovery

strategy (Europe 2020) Innovation, sustainable development and inclusive society

all require investment in education and training

• - Growth is expected in skills intensive sectors Challenge to identify the growth sectors and to respond to

that within the education and training systems

- Geographic mismatch Labour force mobility Combining territorial and sector approaches (smart

specialisation)

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Skills challenges in Europe

• - High youth unemployment rates in some European countries is an alarming issue

Difficulties in transition from learning to work Labour market relevance of education and training Specific attention to vocational training, notably to "dual"

models, combining learning in colleges and at work place

• -Changing skills needs Importance of continuing training New profiles: mix of academic and job specific skills.

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Skills challenges in Europe – current framework conditions

• Limits of public financing Importance of efficient and smart systems

Evolving EU governance More country specific policy guidance

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VET in Europe Upper secondary level (15-19 years old) 50 % of young people (CY 14 %, AT 77%) Occupation specific – targeted to provide

qualified access to jobs Attractive and respected in some countries (AT,

DE, FI, DK, NL) lagging behind in many others Two models, companies engagement crucial in

both: Dual systems School based models

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Vocational training (VET) in Europe

Strongest VET programs at the level of associate or bachelor degrees

Variable articulation with overall education system, notably between VET and degree programs at Universities

Need to develop World excellence in VET

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Work based learning facilitates transition from learning to work

Share of students in ISCED 3 level programmes including at least 25 % of work-based learning

Youth unemployment rate

Below 15 % 15-25 % Above 25 %

More than 30 % participation

DK, DE, AT CZ

Between 6 and 30 % NL FI, LU, FR, UK SK, HU

Less than 6 % BE, SI, SE EL, PL, IE, PT, ES, IT, EE

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Why community colleges and focus on North Carolina?

CC: institutional crossroad, multiple functions, local focus & partnerships• Transfer to universities, • Early college• Academic and vocationally oriented curriculum programs• Continuing training - career development - corporate development• Adult education – basic skills, civics, • Community development

North Carolina CC system

• Internationally recognised for its strategic use of CC for economic development

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CC, partners and EU skills agenda

• Up-grading and up-dating skills

•Key competences

• Vocational excellence

• Permeability and learning pathways

Transfer Associate degree

Applied Associate degree, diploma, certificate

Work force

development

Basic skills and

civics

Educational institutions at different levels

NGOsLocal business

Local authorities

FoundationsState/Federal authorities

College networks and associations

Comprehensive Schools 7-16-years (9 years)

Matriculation examinationGeneral upper secondary schools 3-4 years

Master’s degrees Polytechnic Master’s degrees

Specialist vocational

qualifications

Further vocational

qualificationsVocational QualificationsVocational institutions, apprenticeship training 3-4 years

Bachelor’s degreesUniversities

Polytechnic Bachelor’s DegreesPolytechnics

Doctoral Degrees

Work Experience

Work Experience 3 years

Work Experience

Comparative illustration:Finnish Education System

Findings: relevance of training

Local community as starting point

• Skilled labour force for local business• Community development beyond business needs

Continuing training – curriculum connection

• Flexible and quick reactions to the needs of business

But: Risk of insularity and limited currency of the credentials 12

Findings: economic development

State level •CC system as strategic partner in recruitment of investors• "Subsidising" companies with capacity building through

community colleges – investing in human capital

Local level •CC as partners in corporate development•Community development beyond business needs

Sector example - Bio technology•Role of middle level skills in a high tech cluster!•BioNet: a model for a cluster oriented strategic action plan

within a system of colleges - smart specialisation ! 13

Findings: social inclusion

Combination of basic skills and vocational learning• "Basic skills plus" - WBL and key competences

Demand driven approach•Time matters !

Reaching out to the groups at risk• Partnerships with civil society

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Findings: transparency and permeability

Simple and transparent adult education system• Adult learners know where to go

Proximity and "early college"• Facilitating access to higher education

Bi-lateral transfer agreements with universities• Concrete learning pathways

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Debate on the subject

• Sharing with colleagues Timely input to "Rethinking education" package

(foreseen in November 2012) Sharing with stakeholders

Leading policy makers from Member States, April Skills network – national level practitioners, May BE, National policymakers, May VET providers´ associations, June SCHE stakeholders (+CC OH), June European Training Foundation, July

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• 165 clicks by Sept. 27.2012

Learning from Europe ? Dual systems

Mainstreaming Jackie Bray's experience: apprenticeships as part of education systems, not a curiosity

Apprenticeships combined with University studies

System level transparency European Qualifications Framework

VET can have a positive image Traditionally strong in DE, AT New wave in Finland

VET can reduce early school leaving Respectful career perspectives motivate for learning

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Thank you for your attention!

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