EUROPE 2020, INITIATIVE "NEW SKILLS FOR NEW JOBS" AND LINKS WITH CAREER GUIDANCE Cross Border Seminar 2010 “Professional Care for Guidance Practitioners – Who Cares for Those Who Care” Bratislava, April 15 – 16, 2010 Štefan Grajcár Central Office of Labour, Social Affairs and Family

Overview EUROPE 2020 Initiative NEW SKILLS FOR NEW JOBS  Background  Aims and objectives  Related subsequent activities and results Links with career guidance 2

EUROPE 2020 (1) EUROPE A strategy for smart, sustainable and inclusive growth - Communication from the Commission, Brussels, , COM(2010) 2020 Europe 2020 puts forward three mutually reinforcing priorities: – Smart growth: developing an economy based on knowledge and innovation. – Sustainable growth: promoting a more resource efficient, greener and more competitive economy. – Inclusive growth: fostering a high-employment economy delivering social and territorial cohesion. 3

EUROPE 2020 (2) EU headline targets: 75 % of the population aged should be employed 3% of the EU's GDP should be invested in R&D The "20/20/20" climate/energy targets should be met (including an increase to 30% of emissions reduction if the conditions are right) The share of early school leavers should be under 10% and at least 40% of the younger generation should have a tertiary degree 20 million less people should be at risk of poverty. 4

EUROPE 2020 (3) The Commission is putting forward seven flagship initiatives to catalyse progress under each priority theme:  "Innovation Union”  "Youth on the move“  "A digital agenda for Europe”  "Resource efficient Europe”  "An industrial policy for the globalisation era”  "An agenda for new skills and jobs” - to modernise labour markets and empower people by developing their skills throughout the lifecycle with a view to increase labour participation and better match labour supply and demand, including through labour mobility  "European platform against poverty” 5

EUROPE 2020: Initiative „An Agenda for new skills and new jobs“ (1) "An agenda for new skills and jobs”: to modernise labour markets and empower people by developing their skills throughout the lifecycle with a view to increase labour participation and better match labour supply and demand, including through labour mobility; target that will be critical to the success by 2020: A target on educational attainment which tackles the problem of early school leavers by reducing the drop out rate to 10% from the current 15%, whilst increasing the share of the population aged having completed tertiary education from 31% to at least 40% in

EUROPE 2020: Initiative „An Agenda for new skills and new jobs“ (2) The aim is to create conditions for modernising labour markets with a view to raising employment levels and ensuring the sustainability of our social models. This means empowering people through the acquisition of new skills to enable our current and future workforce to adapt to new conditions and potential career shifts, reduce unemployment and raise labour productivity. At EU level, the Commission will work: To define and implement the second phase of the flexicurity agenda, together with European social partners, to identify ways to better manage economic transitions and to fight unemployment and raise activity rates; 7

EUROPE 2020: Initiative „An Agenda for new skills and new jobs“ (3) To adapt the legislative framework, in line with 'smart' regulation principles, to evolving work patterns (e.g. working time, posting of workers) and new risks for health and safety at work; To facilitate and promote intra-EU labour mobility and better match labour supply with demand with appropriate financial support from the structural funds, notably the European Social Fund (ESF), and to promote a forward- looking and comprehensive labour migration policy which would respond in a flexible way to the priorities and needs of labour markets; 8

EUROPE 2020: Initiative „An Agenda for new skills and new jobs“ (4) To strengthen the capacity of social partners and make full use of the problem-solving potential of social dialogue at all levels (EU, national/regional, sectoral, company), and to promote strengthened cooperation between labour market institutions including the public employment services of the Member States; 9

EUROPE 2020: Initiative „An Agenda for new skills and new jobs“ (5) To give a strong impetus to the strategic framework for cooperation in education and training involving all stakeholders. This should notably result in the implementation of life-long learning principles (in cooperation with Member States, social partners, experts) including through flexible learning pathways between different education and training sectors and levels and by reinforcing the attractiveness of vocational education and training. Social partners at European level should be consulted in view of developing an initiative of their own in this area; 10

EUROPE 2020: Initiative „An Agenda for new skills and new jobs“ (6) To ensure that the competences required to engage in further learning and the labour market are acquired and recognised throughout general, vocational, higher and adult education and to develop a common language and operational tool for education/training and work: a European Skills, Competences and Occupations framework (ESCO). 11

EUROPE 2020: Initiative „An Agenda for new skills and new jobs“ (7) At national level, Member States will need: To implement their national pathways for flexicurity, as agreed by the European Council, to reduce labour market segmentation and facilitate transitions as well as facilitating the reconciliation of work and family life; To review and regularly monitor the efficiency of tax and benefit systems so to make work pay with a particular focus on the low skilled, whilst removing measures that discourage self-employment; To promote new forms of work-life balance and active ageing policies and to increase gender equality; 12

EUROPE 2020: Initiative „An Agenda for new skills and new jobs“ (8) Promote and monitor the effective implementation of social dialogue outcomes; To give a strong impetus to the implementation of the European Qualifications Framework, through the establishment of national qualification frameworks; To ensure that the competences required to engage in further learning and the labour market are acquired and recognised throughout general, vocational, higher and adult education, including non formal and informal learning; To develop partnerships between the worlds of education/ training and work, in particular by involving social partners in the planning of education and training provision. 13

Initiative NS4NJ – Background (1) COUNCIL RESOLUTION of 15 November 2007 on the new skills for new jobs (2007/C 290/01) RECALLING in particular: (1) The Lisbon European Council in March 2000 which launched a strategy aimed at sustainable economic growth with more and better jobs and greater social cohesion, with long term employment targets; 14

Initiative NS4NJ – Background (2) (2) The Integrated Guidelines for growth and jobs ( ), in particular those addressing the need to improve matching of labour market needs, to expand and improve investment in human capital, to adapt education and training systems in response to new competence requirements, and to ensure adequate human resources for Research & Development (R&D) and innovation. (3) The Conclusions of the Council and of the Representatives of the Member States meeting within the Council of November 2005 on the role of the development of skills and competences in taking forward the Lisbon goals. 15

Initiative NS4NJ – Background (3) (4) The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC). (5) The proposed Recommendation establishing the European Qualifications Framework for lifelong learning (April 2008). (6)The Commission Communication ‘E-Skills for the 21 st century: fostering competitiveness, growth and jobs’ of 7 September

Initiative NS4NJ – Background (4) AWARE that:  Education and training, in the context of a lifelong learning perspective, are an indispensable means for promoting adaptability and employability, active citizenship, personal and professional fulfilment. They facilitate free mobility for European citizens and contribute to the achievement of the goals and aspirations of the European Union, as it seeks to respond to the challenges posed by globalisation and an ageing population. They should enable all citizens to acquire the necessary knowledge to take an active part in the knowledge society and the labour market. 17

Initiative NS4NJ – Background (5)  The objectives of full employment, job quality, labour productivity and social cohesion can better be reached if they are reflected in clear priorities: to attract and retain more people in employment, to increase labour supply; to improve the adaptability of workers and enterprises; and to increase investment in human capital through better education, and the development of skills and competences.. 18

Initiative NS4NJ – Aims and objectives (1) STRESSES the need: (1) To provide all European citizens with new opportunities to improve their knowledge, skills and competence levels, to adapt to new requirements and to move to new and better jobs, by combining the instruments which already exist at European and national level. (2) To anticipate the skills needs — and also the skills gaps — which are emerging in the European labour markets. (3) To improve the matching of knowledge, skills and competences with the needs of society and the economy as a means to increased competitiveness and growth, as well as to greater social cohesion, in Europe. 19

Initiative NS4NJ – Aims and objectives (2) THEREFORE INVITES THE MEMBER STATES AND THE COMMISSION TO: (1) Equip people for new jobs within the knowledge society, in particular through: (a) the raising of overall skills levels, giving priority to the education and training of those with low skills and other people most at risk of economic and social exclusion including early school leavers and young people with low levels of educational attainment, older workers, long term unemployed, women trying to return to the labour market, migrants and people with disabilities; 20

Initiative NS4NJ – Aims and objectives (3) (b) providing and encouraging initial and continuing education and training for skills and competences of the highest quality, even excellence, in order to maintain and strengthen their capacity for innovation and utilisation of research, which is required for greater competitiveness, growth and employment; (c) the promotion of excellence as regards skills in R&D and innovation, through inter alia the development of innovation clusters, involving enterprises as well as education and training and research institutions, and the Euroskills 2008 initiative; 21

Initiative NS4NJ – Aims and objectives (4) (d) the implementation of measures which aim at matching identified skills needs and filling potential gaps; (e) supporting jobseekers by providing them with vocational guidance and a personal training plan, which should identify the competence modules required to move to new jobs where there are skills gaps; (f) disseminating information on the skills and competences needed for new jobs through EURES, the national employment services and the European and national networks on guidance. 22

Initiative NS4NJ – Aims and objectives (5) (2) Continue work on the validation of learning outcomes and the transparency of qualifications, in particular by: (a) developing the validation of learning outcomes acquired through formal, non-formal and informal learning at the national level in line with the Council conclusions of May 2004, the implementation of the European Qualifications Framework (EQF) and the existing or future European systems for credit transfer and accumulation in higher education and vocational education and training; (b) further developing Europass as an instrument for the implementation of the EQF and taking into account progress made in the setting up of national systems for the validation of non-formal and informal learning. 23

Initiative NS4NJ – Aims and objectives (6) (3) Address funding and quality issues through: (a) the use of structural funds in support of this initiative, as well the Lifelong Learning Programme, the Competitiveness and Innovation Framework Programme and the Seventh Framework Programme for Research and Technological Development; (b) the improvement of the quality and relevance of vocational education and training at all levels through the implementation of the quality assurance principles set out in European reference tools and the involvement of social partners. 24

Initiative NS4NJ – Related subsequent activities and results New skills for new jobs – Anticipating and matching labour market and skills needs, Brussels, ; April 2009 Skills needs in Europe – Focus on 2020; CEDEFOP, 2008 Restructuring in Europe 2008 – A review of EU action to anticipate and manage employment change; EC, December 2008 Future skill supply in Europe – Medium-term forecast up to 2020, synthesis report – CEDEFOP, 2009 New skills for new jobs – Action now!, February 2010 Restructuring in Europe: sector analyses (EC + ILO) ESCO Project: 2009 –

Initiative NS4NJ – Links with career guidance Definition of career guidance: “ Career guidance refers to services and activities intended to assist individuals, of any age and at any point throughout their lives, to make educational, training and occupational choices and to manage their careers....“ New approach to vocations/occupations - the most important seem to be skills, competences (including the key competences) New approach to the role of career guidance 26

New approach to the role of career guidance – R. Sultana, 2007 (1) The nature of guidance: From a service that is considered to be peripheral … …to one that is central, a key responsibility for government in partnership with others; From a service that draws its rationale and tools from psychology… …to a service that is more multi-disciplinary ; From a service that considers opportunities in the context of a nation state or region… …to a service that facilitates student and worker mobility across Europe; 27

New approach to the role of career guidance – R. Sultana, 2007 (2) Who guidance is to be provided to: - From a service aimed largely at secondary level students… … to a service that caters for the needs of all learners - From a service that is available to unemployed youth and adults… …to a service that caters for within/between career moves - From a marginal service targeting at risk groups … … to a mainstream service available more broadly 28

New approach to the role of career guidance – R. Sultana, 2007 (3) When guidance is to be provided: - From a service that is provided mainly at key decision points… …to a service that is provided lifelong - From a service that is ‘curative’ and provided at crisis points… … to a service that is educative, empowering citizens with learning and career management skills, preparing for wise decision-making throughout life 29

New approach to the role of career guidance – R. Sultana, 2007 (4) Where guidance is to be provided: - From a service that is offered only in institutional sites… …to a service that is also available in leisure sites, in the community, and in the home - From a service that is formally bounded in time and space… …to a service that is ubiquitous 30

New approach to the role of career guidance – R. Sultana, 2007 (5) Who provides guidance: - From a service that is exclusively provided by the state… …to a service that is also provided by community organisations, trade unions, employers and other private entities - From a service that is delivered only by guidance staff… …to a service that includes inputs by stakeholders and others - From a service that is staffed by non-specialised personnel… …to a service that requires pre- and in-service training s 31

New approach to the role of career guidance – R. Sultana, 2007 (6) Who provides guidance: - From a service that tends to focus on personal and educational guidance issues… … to a service that gives due importance to career guidance - From a service that is poorly professionalized… …to a service that has clear entry and career progression routes - From a service that is staffed by same-level personnel… …to a service that includes different staff categories, including paraprofessional workers s 32

New approach to the role of career guidance – R. Sultana, 2007 (7) How guidance is to be provided: - From a service that focuses on provision… …to a service that focuses on self-access and self-service with appropriate levels of assistance when needed - From a service that is centrally managed… …to a service that is decentralised but monitored centrally -From a service that is largely homogenous, irrespective of client diversity… …to a service that is differentiated, responding to specific needs - From a service that is segmented according to sector… … to a service that values cross-sector collaboration 33

New approach to the role of career guidance – R. Sultana, 2007 (8) How guidance is to be provided: From a service that works with individuals… …to a service that maximises its impact by also working with groups - From a service that is available to students outside the curriculum… …to a service that permeates guidance issues through the curriculum in a planned, co-ordinated manner - From a service that demands guidance staff to fulfil multiple roles… …to a service that encourages specialisation in service delivery 34

New approach to the role of career guidance – R. Sultana, 2007 (9) How guidance is to be provided: - From a service that is unregulated… …to a service that has codes of conduct and standards of practice - From a service that fails to connect education and labour market data… …to a service that uses ICT to consolidate different data - From a service that is under-researched… …to a service that is regularly evaluated and is systematically reflexive 35

Thank you!