1. Social Dialogue on Education and Training ESF Committee 10 March 2011
Claude Denagtergal Helena Strigard
ETUC BUSINESSEUROPE

2. Social Dialogue at EU level Education and Training
From 1986 to 2004: more than 50 joint initiatives at EU level
15 joint initiatives in the field of Education & Training
Diversity of issues dealt with:
Lifelong learning, initial and continuing vocational training
Competences and Qualifications, including anticipation of needs, validation, recognition and transparency
Information, guidance and counselling
Resources, co-responsibility and co-investment
Diversity of instruments used:
Joint opinion
Compendium of good practices
Joint report
Framework of actions

3. Framework of actions What?
Presented to the European Council in Barcelona on 14/03/2002
The political text:
highlights the joint responsibility of employers and employees for the development of competences and qualifications in Europe
identifies 4 priorities areas for actions to be promoted by social partners in Member States in accordance with national practices
defines a follow-up mechanism at national level (annual reports)

4. Framework of actions Originality
The content:
lifelong learning is approached as a labour market issue
formal and non-formal training are taken into account
ways of encouraging both companies and workers to invest time and efforts to develop competences are presented
The method:
genuine instrument
the framework of actions is inspired by the technique of the “open method of co-ordination”

5. Framework of actions Definitions
“Competences” are the knowledge, skills and know-how applied and mastered in a given work situation
“Qualifications” are a formal expression of the vocational or professional abilities of the employee. They are recognised at the national or sectoral level

6. Framework of actions on the lifelong development of competences and qualifications
4 Key Priorities

7. Framework of actions The 4 priorities
Anticipation and identification of competence and qualification needs
Recognition and validation of competences and qualifications
Information, support and guidance
Mobilising resources

8. Framework of actions 1. Anticipation and identification of competence and qualification needs
At enterprise level:
Overall competence development plan defined by the management
Identification of competence needs & of way to adress them by employer and employees
Example of useful tool: individual competence development plan
At national or sector level:
Analysis of competence needs & their evolution
Development of vocational qualifications

9. Framework of actions 2. Recognition and validation of competences and qualifications
Aim
Means
To improve transparency and transferability of qualifications
To facilitate employees mobility
To increase the efficiency of labour markets
To develop means of recognition and validation
To provide a system for transferable qualifications
To identify links and complementarities with recognised diplomas

10. Framework of actions 3. Information, support and guidance
Creation of information and guidance facilities for enterprises and employees, e.g. one-stop-shop facilities
Importance of career evaluation
Tailored to labour market developments

11. Framework of actions 4. Mobilising resources
Joint responsability of public authorities, social partners, entreprises and employees
Social partners’ shared responsability for mobilising and optimising resources
Promotion of co-investment (funding, time and human resources)

12. Framework of actions on the lifelong development of competences and qualifications
The follow-up

13. Framework of actions Follow-up
Committment to promote the framework of action
Annual reports on national actions carried out on the 4 priorities
Follow-up reports in 2003, 2004, 2005 and 2006
Inclusion of new Member States in 2005
Evaluation of the impact on companies and workers presented in March 2006

14. Examples of good practice
Framework of actions on the lifelong development of competences and qualifications
Examples of good practice

15. Examples of good practice from
Framework of actions Follow-up of Priority 1 – Anticipation and identification of competence and qualification needs
Examples of good practice from
Austria

16. Setting up of a „Qualifikationsbarometer“
Initiated and run by the Public Employment Service (AMS)
Observation instrument
user friendly description of qualification developments
based on qualification research, analyses of job ads, expert interviews
Role of the Social Partners
Social Partners are represented in the decision making bodies of the AMS
Strong input via the expert interviews and via the evaluation of this instrument
Austria

17. Research-network initiated by the Public Employment Serivice (AMS)
initiative to promote forecasting research and improve the networking of researchers.
Measures are:
publications on recent work concerning changes in qualifications and skills especially early identification and anticipation
web-based information-platform as a tool of networking of researchers (documentation of relevant research-institutions, publications, events and an Newsletter)
once or twice a year conferences for researchers, experts and stakeholders to present recent research
Austria

18. FOR MORE INFORMATION

19. Examples of good practice from
Framework of actions Follow-up of Priority 1 – Anticipation and identification of competence and qualification needs
Examples of good practice from
Finland

20. Measures taken at company level
Finnair
the definition of key competencies in four roles of business units
on this basis the learning needs of individuals are identified
Federation of Municipalities of Vocational Education in northern Savo
training provider
virtual learning environment for its personnel
learning takes place in modules on the basis of training fields
Finland

21. RECENT FOLLOW UP IN THE FRAMEWORK OF EUROPEAN SOCIAL DIALOGUE
FRAMEWORK AGREEMENT ON INCLUSIVE LABOUR MARKETS
25 March 2010

22. COOPERATE WITH
Education and training systems to better match the needs of the individual and those of the labour market

23. Social partners’ actions
Introduce individual competence development plans;
Improve transparency and transferability of competences and qualifications;
Promote more and better apprenticeship and traineeship contracts.

24. THANKS FOR YOUR ATTENTION !