Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 1 High on the EU policy agenda: Moving more smoothly from education and training into the world of work Eleonora Schmid Maastricht 2004 Lisbon 2000 Copenhagen 2002 Helsinki 2006

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 2 Content  Contextual challenges education and training closely linked to employment, social and economic policies  Copenhagen-Maastricht-Helsinki  How Cedefop supports the process

High level of youth unemployment Labour force by educational attainment year-olds, 2006 EU-27lowmediumhigh Unemployed in %21, Labour force by educational attainment year-olds, 2006 Unemployed in % Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 3 In nearly 50% of the EU countries, more than 2/3 of the year-olds not in education not working Finding employment can take more than 2 years School leavers with non-matching job more likely to be part-timers

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 4 ! 80 million Europeans formally low skilled Europe’s skill level scores: low skills: high high skills: low intermediate skills: strong (mostly through VET)  skilled & highly skilled jobs in demand within 10 years: - 9% jobs for low skilled workers + 31%for medium + 58% for high skilled  right skill mix for Europe requires secondary & tertiary level qualifications

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 5  The demographic time bomb  labour market more dependent on: older workers, women re-entering the labour market, migrants  2 million fewer learners in secondary & tertiary VET  anticipate skill needs  validate non-formal learning  systemic changes: better quality in initial/continuing VET, skills development for adults - 9 million year-olds + 14 million year olds  by 2030 …

Europe risks wasting its potential Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 6 males females  learning deficits add up  the older people are, the less they participate in learning

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 7 Which jobs are in demand? (EU27) Skilled and higher skilled occupations: 2/3 of jobs Still significant share of low and semi-skilled jobs (1/3) Sectors: high skills in services (80%), medium in industry (71%), lowest in agriculture (53%) Occupational structure 2006 Sectoral qualification structures 2005

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 8 More medium & VET skills needed? EU: A significant share of the future workforce will need vocational skills and competences. (Helsinki Communiqué, 2006) By 2015, France will require practitioners including in more traditional jobs (at intermediate level) in which there is already a skills shortage. (Chardon and Estrade, draft) China: ‘It is often overlooked that we need more highly qualified skilled workers and experienced technicians.’ (Xu Zhihong, President of the Beijing University, 2007)

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 9 Higher skills in elementary occupations: overqualification or higher demands?

Wrong skills or wrong jobs? Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 10

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 11 Can guidance & counselling be the fix? At the heart of employment, youth, social welfare, education and training policies  Prevent drop outs  Get people back into education & training  Advise on up-skilling/progression opportunities  Help identify employment opportunities, select the job that matches Catering for: pupils, adults, high potentials, young and adult people at risk/at the margin, those without qualifications, those from higher education, those made redundant, those wanting to return…

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 12 Copenhagen – Maastricht – Helsinki Copenhagen Declaration 2002 Strengthen the European dimension Improve transparency, information & guidance systems Recognise competences & qualifications Promote quality assurance Maastricht Communiqué 2004: national & EU-level priorities Put Copenhagen tools into practice (quality assurance, validation, guidance & counselling; Europass) Improve public/private investments, training incentives, use of EU funds Address the needs of groups at risk Develop flexible & individualised pathways, progression Strengthen VET planning, partnerships, identify skill needs Develop pedagogical approaches & learning environments Expand VET teachers’ & trainers’ competence development EQF, ECVET; identify TT learning needs; improve VET statistics Helsinki Communiqué 2006 Improve image, status, attractiveness of VET; good governance Develop further, test & implement common tools by 2010 (EQF, ECVET, CQAF/ENQA-VET, Europass) More systematic mutual learning; more & better VET statistics Take all stakeholders on board to put Copenhagen into place

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 13 In 2006 most countries report 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

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 14 educational / VET standards competence-based curricula assessing learning outcomes entrepreneurship language learning Guidance & counselling is part and parcel… 8 COMMON REFERENCE LEVELS  Developing NQF … linked toemphasis on learning outcomes

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 15 ……closely linked to  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 also in higher education for non-traditional learners * make VET systems more flexible * improve employability and career

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 16  Integrating learning with working * providing learner-need oriented and 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 VET for excellence and inclusion

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 17  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 counselling Progress 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 Supporting individuals & those at risk

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 18 The Helsinki Communiqué 2006 reviewing the priorities and strategies of the Copenhagen Process European and national VET policies should ensure  young people acquire the knowledge, skills, attitudes and values necessary for further learning and employability  to reduce drop put and facilitate school-to-work transition  skills and competences for adults  recognition of prior learning  provision of training and learning opportunities, including for disadvantaged people  investments in skills and shared funding  training should be more efficient and demand-driven

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 19  guidance & counselling  flexible & individualised pathways, progression, skills developments for adults  close link to working life, learning at the workplace  recognition of non-formal & informal learning  skills competitions  Improve the attractiveness and quality of VET

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 20 To make informed decisions we need …  joint efforts to collect more, more accurate and more reliable statistical data  comprehensive and joint initiatives to identify and anticipate skill needs  research to evaluate policy impact and prepare VET for future challenges

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 21 How Cedefop supports the process  research, statistics, policy analysis (government & social partner policies,…)  looking at VET as an interface between education, youth, employment, social & economic policies  EQF, ECVET, quality assurance (CQAF)  Europass, guidance & counselling  teachers & trainer development  study visits & peer learning activities  monitoring progress – next review in 2008 self-assessment DGVT & Refernet also guidance & counselling question(s)

25-26 June 2007, Brussels Forum on Restructuring: Anticipation of Change 22 Skillsnet webpage:

Thessaloniki, 19 Nov PLA Evidence-based policy making Guidance 23 Thank you for your attention ! Cedefop’s AGORA event February 2008: ‘Skills for Europe’s future’ Conference to present and discuss:  findings on future skill needs at EU, sectoral and enterprise-level