07/08/2015 In the finishing straight From Copenhagen to Bordeaux Cedefop’s progress analysis: main findings Aviana Bulgarelli, Director

2 Continuation Maastricht – Helsinki – Bordeaux  In line with Lisbon Strategy Education and training work programme 2010, updated strategic framework New Social agenda  More than 50% upper secondary graduates come from VET in half of the EU  But: participation and retention in VET varies National priorities and progress areas match European priorities

3 Graduates from upper secondary pre-vocational and vocational streams, as percentage of the total number of graduates in upper secondary education (ISCED 3), 2006 Source: Eurostat, Extraction date May 2008 From 80% to less than 15% IVET graduates at upper secondary level

4 Demographic change means fewer VET graduates Source: Cedefop 2008, based on Eurostat data Note: Baseline variant/constant graduation rates 2006 (000s) Projected number of VET graduates aged 15-24, by ISCED level, EU,

5 But forecasts expect high need for medium level/ vocational qualifications Source: Cedefop, 2008 Employment trends by level of qualification (in millions, %), , EU-25

6  Red thread: National qualifications frameworks More systemic VET reforms − learning outcome orientation Improving quality of VET-result management Different policy mixes including European tools, principles and mechanisms, mainly Guidance and counselling Validation of non formal and informal learning What distance have we come since Helsinki?

7 Implementing the EQF − key challenges  Referring qualifications levels to the EQF in a way which can be judged and trusted by others − m utual trust is key to successful implementation of the EQF  Underpinning EQF/NQF developments by quality assurance at all levels and stages  Seeking to overcome barriers between education and training sectors and to improve access to and progress in learning  Applying the learning outcomes approach in a transparent and coherent way

8 Learning Outcomes Qualifications NQFStandards Assessment Teaching methods Curricula Learning Credits Validation From mobility to crucial reforms (impact of learning outcomes based approach)

9  Increasing attention to equity A ccess for all = guiding principle (strategies, laws) and retention Targeted support for vulnerable groups Early school leavers, students with special needs, disabled, learners from disadvantaged background, migrants and ethnic minorities, older workers Examples  From tailor-made training to inclusive education  Some countries extend compulsory education or training – right/duty  Several countries are re/introducing apprenticeship or alternance training  Combined policy measures: in particular guidance and counselling – even if need for improvement expressed in several reports  European tools are part of these policies What distance have we come since Helsinki?

10 But some countries manage better than others Participation of older workers and low skilled in lifelong learning, 2007 Source: Eurostat, LFS 2007

11 What distance have we come since Helsinki?  Lifelong learning through VET – high on countries’ agenda Variety of more flexible pathways Linking initial VET, continuing VET and higher education: structures more open Expansion of post secondary and tertiary VET IVET - CVT coherence Modularisation and double qualifications – generic skills Broadening access to and strengthening the quality of guidance NQF perceived as opportunity to improve flexibility Facilitating recognition of prior learning

12 Improving quality – a key for mutual trust and attractiveness of VET Quality assurance mechanisms: in line with CQAF - EQARF; national reference points, peer reviews, Leonardo da Vinci projects self-assessment plus external assessment-output control, efficiency monitoring, inspections, accreditation Focus on overall quality in VET: emphasis on redesign of programmes, curricula, creating educational/occupational standards; involving stakeholders Challenges: organisational/governance (limited funding and HR, missing competent bodies and evaluation standards, too many actors; understanding of all actors) different approaches, e.g. IVET, CVT; VET-HE QA as a tool not as an end in itself-risk to focus only on procedures

13 Understanding VET teachers and trainers as a key to quality, change and mobility Towards a strategic vision on their roles and professional development needs − more consistent pre-and in-service training Common concerns: –making teachers fit for new roles and teaching methods to meet more diverse specific learner needs and intercultural competences –keeping their competences up to date with technological change and working practices –raising attractiveness of the profession –language skills for mobility (their own and those of learners) Despite progress in some countries, trainers still “neglected”

14 VET and the labour market: strengthening links Labour market actors, particularly with sectors and social partners, more involved in VET decision-making, governance, management and provision, e.g. –designing VET policies, programmes, qualifications and standards, assessing skills and competences, validation of qualifications, quality assurance –regional, sectoral councils; –anticipating labour market needs –financing VET, managing funds and providing CVT More emphasis on apprenticeship, workplace learning/ placements for students and teachers Concerns Lack of training places, employers not always ready to participate in programme design and delivery (apprenticeship and alternance), invest (more) in CVT Foreign language skills to increase competitiveness and mobility

15 30% of enterprises provide training to young people Source: Eurostat, Extraction date May 2008 Percentage of enterprises providing IVT by size of enterprise, EU 2005 % Number of employees Percentage of enterprises providing IVT

16 Continuing vocational training Some countries are catching up, while participation is going down in previously high performing countries

17 Enterprises invest less in CVT Source: CVTS, Eurostat. Note: 1999 = EU-25

18 VET and the labour market Activities to anticipate skill needs Efforts in most countries Lack of coordination  need for more systemic approach Challenge: transfer and implementation to policy and practice National approaches differ  European approach and coordination  New Skills for New Jobs

19 Governance and funding for better quality and efficiency Continued trend: widening inter-institutional cooperation, multistakeholder partnerships and strengthening local decision making and provision Institutional autonomy for VET providers, restructuring for wider offer, synergy, e.g. IVET and CVET Growing need for accountability − funding more and more linked to achieving specific objectives, targets Reducing regulation to management by results  Challenges: Balancing national frameworks and decentralised provision, central control and local autonomy − recentralisation patterns Coordinating policies and practices developed by different bodies or actors, often at different levels Sufficient financial/expertise to implement VET policies (EU-12)

20 Evident responses to access and financing National policies calling for shared responsibility between State, employers/enterprises and individuals Policy instruments: tax incentives, vouchers, learning accounts, saving accounts, often combined and sectoral training funds

21 Growing awareness for need of better evidence Modern flexible VET – a challenge for statistical infrastructures Better data for VET – trend towards register-based statistics at national level National statistics do not always consider EU dimension Initiative to develop indicators on VET outcomes 10 Member States see need for revision of current EU targets and benchmarks 11 Member States, Norway, Iceland and Turkey favour extending and adding new benchmark for VET

22 VET beyond 2010 – continuity ….and consolidation - more time to implement policies and common tools through reinforced policy learning (e.g. peer learning); More cooperation across educational levels – blurring boundaries – linking Copenhagen and Bologna (EQF/NQF, ECTS, ECVET) Quality assurance - balance between trust and control; = a tool but not an end in itself; Competence measurement/assessment VET policy making based on more solid ground – better and more systematic data on VET and more cooperation in research

23 VET beyond 2010 – arising questions From hierarchical education and training systems to more flat hierarchy – how will new lifelong learning system unfold? Clarify the role of VET in society: can it attract and cater for high achievers and be “all-inclusive” at the same time? Focus on teachers and trainers – can they be jack-in-all- trades? Look more into the content and methodology of VET  Keep pan-European focus and “soft open method of coordination approach” for VET as pull effect for development in countries

24 Cedefop’s flyer for Bordeaux Introduction 1.Progress in development of European tools ► EQF, Europass, Validation, ECVET, Quality assurance 2.National priorities and challenges ► Supply of VET graduates now and in the future ► Future skill needs ► CVT – participation and investment ► Equity – VET for all ► Monitoring progress, benchmarks 3.VET beyond 2010

25 From Copenhagen to Bordeaux Agora conference to discuss the findings of Cedefop’s report and the Bordeaux priorities Cedefop, Thessaloniki 16 – 17 March 2009 Thank you very much for your attention ! Cedefop’s policy analysis team: Manfred Tessaring Maria Hrabinska Gyuri Ispanky Patrycja Lipinska Irene Psifidou Eleonora Schmid