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

In the finishing straightFrom Copenhagen to Bordeaux

Cedefop’s analysis of progress: main findings

Aviana Bulgarelli, Director

26/11/2008 Informal ministerial meeting Bordeaux 22

Continuation Maastricht – Helsinki – Bordeaux

In line with the Lisbon Strategy

• Renewed Lisbon Strategy for growth and jobs; New social agenda• Education and training work programme 2010, future framework

Open method of coordination within VET important results for lifelong learning

• Common European tools and principles

Copenhagen process - a success

Alignment: national and European priorities


Education and skills – key driver for European growth, competitiveness, jobs and inclusion

Socio-economic context and challenges for VET

Point of departure:• need to know which occupations and skills will be

required• develop knowledge, skills and competences needed

through education and training

Alignment: to meet common challenges


Skill needs: continued shift towards services

0.0

10.0

20.0

30.0

40.0

50.0

60.0

1996 97 98 99

2000 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20

Millions

Primary sector & utilities

Construction

Manufacturing

Business & other services

Non-marketed services(public admnistration, health, social

Distribution and transport

Forecast

EU-25+Source: Cedefop, 2008


Skill needs: rising demand for all occupations risks polarising new jobs

-3 2 7 12 17

Legislators, senior officials and managers

Professionals

Technicians and associate professionals

Clerks

Service workers and shop and market sales workers

Skilled agricultural and fishery workers

Craft and related trades workers

Plant and machine operators and assemblers

Elementary occupations

Million jobs

Expansion demand (net change) Replacement demand (jobs open due retirement, etc.) Total Requirement

EU-25+

By 2020

- 6 million working age

population; would require ≈ 74%

employment rate

Source: Cedefop, 2008


Formal qualification needs rising across all jobs


0

50

100

150

200

250

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

mill

ion

jobs

Low qualification Medium qualification High qualification

20 mio new jobs

total net increase49%

33%

46%

21%

26% 19%

50%

25%31%

EU-25+

+13.1 mio jobs

+19.6 mio jobs

- 12.5 mio jobs

Currently 78 million

low-skilled


Most job openings at medium-level

-12.4

13.1

19.6

20.4

22.0

41.5

21.4

84.9

-20 0 20 40 60 80 100 120

Low qualification

Medium qualification

High qualification

All qualifications

Million jobs

Expansion Demand

Replacement Demand

55 million job openings, mainly for vocational qualifications



Upper secondary general (ISCED 3)

Upper secondarypre-vocational &

vocational (ISCED 3)Post secondary non-tertiary (ISCED 4)

Tertiary (ISCED 5-6)

Tertiary w ith occupational

orientation (ISCED 5b)

80

100

120

140

1998 1999 2000 2001 2002 2003 2004 2005 2006

Notes: Upper secondary education excludes France and the UK; Tertiary w ith occupational orientation excludes UK

EU27, 1998-2006

Source: Eurostat

Attractiveness of VET: trends in participation

More than 50% upper secondary graduates come from VET in half of the EU but wide variations from 80% to >15%


The learning outcome paradigm

• Developing/implementing national qualifications frameworks consistent with European qualifications framework (EQF)

• More systemic VET reforms

• Improving quality and attractiveness of VET − managing results

• Different policy mixes including European tools, principles and guidelines, mainly

Guidance and counseling(New Council resolution: Better integrating lifelong guidance into lifelong learning strategies)

Validation of non-formal and informal learning

Development: how far have we come since Helsinki?


From mobility to wide-ranging reforms


• Relating qualifications levels to the EQF in ways which are understood and trusted by others − key to success of the EQF

• Underpinning EQF/NQF developments by quality assuranceat 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 transparentand coherent way

Implementing the EQF − key challenges


More attention to equity and access for all

Targeted support for vulnerable groups – preventive and remedialEarly school leavers, students with special needs, disabled, learners from disadvantaged background, migrants and ethnic minorities, older workers

From tailor-made training to inclusive education

Extending compulsory education or training – right/duty

Re/introducing apprenticeship or alternance training

Basic skills for adults

Combined policy measures: in particular guidance and counselling

European tools are part of these policies



But LLL participation still low and inequitable

5.6 6.2

14.315.2

22.023.2

1.52.2

3.6 4.1

10.0

12.1

0

5

10

15

20

25

2003Low Education

(ISCED 0-2)

2007 2003Medium

Education (ISCED3-4)

2007 2003High Education

(ISCED 5-6)

2007

25-34 year olds

55-64 year olds

%

Source: Eurostat



Lifelong learning through VET

More and more flexible pathways: tension − equity v. excellence• Linking initial and continuing VET and higher education: structures more open

• Expansion of post secondary and tertiary VET

• Modularisation and double qualifications – generic skills

• Broadening access to and strengthening the quality of guidance

• NQF perceived as opportunity to improve flexibility

• Facilitating validation of prior learning

Increasing quality in VET and advancingquality assurance mechanisms



VET teachers and trainers key to quality, change and mobility

• Towards a strategic vision on their roles and professional development needs

Common concerns:• Making teachers fit for new roles and more diverse learner needs

• Keeping competences up to date with technological change, working

practices and cultural diversity

• Language skills for mobility (their own and those of learners)

• Raising attractiveness of the profession

Despite progress in some countries, trainers still “neglected”



VET and the labour market − closer links• Labour market actors (sectors, social partners) more involved in VET decision-

making, governance and provision

Designing VET policies, programmes, qualifications and standards, assessing skills and competences, validation of qualifications, quality assurance

Anticipating labour market needs

Financing VET, managing funds and providing CVT

• More emphasis on apprenticeship, workplace learning for students and teachers

Concerns• Lack of training places, employer participation in programme design and delivery

(apprenticeship and alternance), levels of investment in CVT

• Foreign language skills to increase competitiveness and mobility


0

15

30

45

60

75

90

UK DK AT SE FI NL FR LU SI CZ DE EE BE EU27 SK CY HU ES LT MT PT RO LV PL IT BG GR

IVT CVT%

31% of enterprises provide initial training, 60% provide continuing training

Source: Eurostat, CVTS3

Percentage of enterprises providing IVT and any type of CVT (2005)

0

20

40

60

.10-49 50-249 250<

Percentage of enterprises providing IVT by size of enterprise, EU 2005%

Number of employees


33% of employees take part in CVT organised by enterprises

Participation in CVT courses (1999, 2005)

UK

SE

FI

SI

RO

PT

PL

AT NL

HU

LU

LT

LV

IT

FR

ES

GR

EE

DE

CZ

BG

BE

0

10

20

30

40

50

60

70

0 10 20 30 40 50 60 70

Participants in CVT courses as a % of employees, 1999

Par

tici

pan

ts i

n C

VT

co

urs

es a

s a

% o

f em

plo

yees

, 20

05

Growing participation

Decreasing participation

Continuing training: some countries catching up, but high performers doing less well

2.3

1.5

2.4 2.5

1.6

1.1

1.4

1.9

0

0.5

1

1.5

2

2.5

3

total 10-49 50-249 250 or more

1999 (CVTS2) 2005 (CVTS3)

Expe

nditu

re a

s %

of l

abou

r cos

ts

i

CVT expenditure of enterprises



Governance and funding for better qualityand efficiency

• Widening cooperation and partnerships, creating synergy, more local decision making and VET provider autonomy

• National policies to share responsibility between state, employers and individuals sectoral training funds; tax incentives, vouchers, learning accounts, saving accounts, often combined

• Growing accountability − funding increasingly linked to achieving specific targets

• Balancing national steering and control with local autonomy − recentralisation• Coordinating different policies and practices

Challenges


Application: VET 2010 and beyond

• Continuity and consolidation – more time to implement policies and common tools through reinforced policy 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 more on evidence, more and better data, closer research cooperation


Application: VET 2010 and beyond

• From hierarchical education and training systems to flatter structures: how will new lifelong learning systems unfold?

• Clarify the role of VET in society: can it attract and cater for high achievers and be “all-inclusive”?

• Focus on teachers and trainers: can they be jacks-of-all-trades?

• Review the content and methodology of VET

Keep pan-European focus and soft open

method of coordination for VET to stimulate

development in countries


DEVELOPMENTAPPLICATION

ALIGNMENT

Copenhagen process outcomes 2008

Alignment of national and European priorities has proved successful and remains fundamentally important

Development of policies, European tools, principles and guidelines represent substantial progress

Application of policies and implementation of tools, as well as a renewed effort to succeed

Bordeaux Communiqué Bordeaux Communiqué


You are invited to join Cedefop’sAgora conference

to discuss the findings of Cedefop’s report and the Bordeaux priorities

Thessaloniki 16 – 17 March 2009

Thank you very much for your attention !

Documents

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