1. 1 Workshop 3 Anticipation of skills needs with regards to employability; development of skills within LLL Chair: Michal Kadera Rapporteur: Věra Šťastná

2. 2 Challenges for the next decade competition, competition, globalisation, globalisation, technological change, technological change, demographics, demographics, consumers’ needs, consumers’ needs, public policies public policies

3. 3 Moreover Clear message from employers - Industry do not have skilled workforce – not necessarily at the highest level but at the medium level. Clear message from employers - Industry do not have skilled workforce – not necessarily at the highest level but at the medium level. Demand for complex skills Demand for complex skills basic and vocational (professional) andbasic and vocational (professional) and soft (transferable)soft (transferable) Huge dynamics – locally -globally Huge dynamics – locally -globally

4. 4 The answer and way ahead LLL concept – mobilisation of all potential – fresh young people as well as adults; LLL concept – mobilisation of all potential – fresh young people as well as adults; in 2030 - 2,3 mil. less young people in education and 4,7 mil. more adult learnersin 2030 - 2,3 mil. less young people in education and 4,7 mil. more adult learners Raise aspirations - young people do not understand value of skills Raise aspirations - young people do not understand value of skills Raise skill demand - employers - More skilled people is not enough, we need more skilled jobs for them to do Raise skill demand - employers - More skilled people is not enough, we need more skilled jobs for them to do Improve provision- systems – governments Improve provision- systems – governments

5. 5 Instruments we have (1) EQF and NQF system – systemic & dynamic instrument for the development EQF and NQF system – systemic & dynamic instrument for the development learning outcomes created and validated via partnerships of all relevant stakeholders (industry, employers, education, QA bodies,..) Opportunity for two worlds (education and business) work togetherlearning outcomes created and validated via partnerships of all relevant stakeholders (industry, employers, education, QA bodies,..) Opportunity for two worlds (education and business) work together underlying LLL concept, permeability between sectorsunderlying LLL concept, permeability between sectors recognition of prior learning- recognise industry based qualifications /credentialsrecognition of prior learning- recognise industry based qualifications /credentials further instruments used–ECTS, ECVETfurther instruments used–ECTS, ECVET Connection to QA systemConnection to QA system Stated in Europass/Diploma Supplement,Stated in Europass/Diploma Supplement,

6. 6 Instruments we have (2) Professional lifelong guidance and counselling Professional lifelong guidance and counselling to guide kids since the early childhood to change their attitude towards e.g. sciences –try to build on valuesto guide kids since the early childhood to change their attitude towards e.g. sciences –try to build on values right and fair information; use of new technologies and make this information publicright and fair information; use of new technologies and make this information public Career education – short work placements – appetisers for future decisions Career education – short work placements – appetisers for future decisions Decision - individual responsibility Decision - individual responsibility International experience – mobility –at lower level already - but do the actors want it? Language knowledge at apprentices level International experience – mobility –at lower level already - but do the actors want it? Language knowledge at apprentices level

7. 7 Our approach - immediate future Bridging gaps - prominent place ICT skills Bridging gaps - prominent place ICT skills Sharing jobs and responsibilities – who does what –partnerships will see clearly distinct roles of the major stakeholders involved: governments, industry, educators, social partners and individuals Sharing jobs and responsibilities – who does what –partnerships will see clearly distinct roles of the major stakeholders involved: governments, industry, educators, social partners and individuals not clear principle of subsidiarity, rather the horizontal approachnot clear principle of subsidiarity, rather the horizontal approach Example on ICT: The deployment of 21st Century training and education Example on ICT: The deployment of 21st Century training and education ICT industry: alignment to demand requirementsICT industry: alignment to demand requirements Academic and educational institutions: relevant learning offerings to industry and society at largeAcademic and educational institutions: relevant learning offerings to industry and society at large Governments: enabling environment for real valued ICT skillsGovernments: enabling environment for real valued ICT skills

8. 8 “European Skills Pact” European Business summit, 26 March 2009 organised by the Business Europe Emphasis on skills, education and training via the “European Skills Pact” ???Suggestion for the new Lisbon Agenda ??? Emphasis on skills, education and training via the “European Skills Pact” ???Suggestion for the new Lisbon Agenda ??? Launch a Europe-wide private-public alliance;Launch a Europe-wide private-public alliance; Re-focus the European Structural Funds earmarked for training and re-training in 2007-2013 towards the sectors most likely to contribute to Europe's competitiveness in post-crisis times;Re-focus the European Structural Funds earmarked for training and re-training in 2007-2013 towards the sectors most likely to contribute to Europe's competitiveness in post-crisis times; stimulating young people's interest in mathematics, science and careers in engineering, information and communications technologies and environmental protection;stimulating young people's interest in mathematics, science and careers in engineering, information and communications technologies and environmental protection; high-level business-university partnerships - Europe needs to be a leader in innovation;high-level business-university partnerships - Europe needs to be a leader in innovation; mobility within Europe, as well as between Europe and other parts of the world, and; ICT mobilitymobility within Europe, as well as between Europe and other parts of the world, and; ICT mobility Foster innovative approaches to education (including through e-learning and distance learning, competition and innovation e.g.)Foster innovative approaches to education (including through e-learning and distance learning, competition and innovation e.g.)

9. 9 Private-public alliance - multi-stakeholder partnerships at all levels including the highest one Private-public alliance - multi-stakeholder partnerships at all levels including the highest one More mobility and more international experience More mobility and more international experience More investment More investment multi sourcemulti source sharing all resourcessharing all resources reshuffling of European Structural fundsreshuffling of European Structural funds Right role of the state Right role of the state not strict regulatory measuresnot strict regulatory measures BUTBUT reasonable framework reasonable framework coordination coordination incentives for all actors incentives for all actors