Project - Strengthening of the Institutional Framework for the Development of Occupational Standards, Qualifications and Curricula

Sector ProfilesQualification Planning Tool

Sanja Crnković-PozaićMislav BalkovićTeo MatkovićMaja JukićEric Verin

Final ConferenceDecember 6 2011, Zagreb

Topics Why is Qualification Planning Necessary? How Did it all Start? Step-by-step Methodology What Makes this Methodology Different? Approach Benefits Sector Profile in Wider Strategic Context Sustainability of the Approach

Why is Qualification Planning Necessary?

Use of knowledge and skills within the economy changes faster than the process of achieving qualifications

For good planning, it is essential to predict future labour market needs

No national development strategy in Croatia, no future labour market needs analyses

However, County strategies set development goals and action plans for achieving the goals

Is there enough knowledge and skills in Croatian Counties to meet the development goals?

Karlovac County Example: Development of Tourism, Agriculture and Processing

Industries

Educational Programmes in Mechanical Engineering, Shipbuilding and Metallurgy

SectorProgramme School Duration Year 1 Year 2 Year 3 Year 4 TOTAL

Mechanical Engineering Computing Technician

TECHNICAL SCHOOL KARLOVAC 4 28 29 30 22 109

Car Body Mechanic - JMO TECHNICAL SCHOOL KARLOVAC 3 JMO 6 6

Car Mechanic - JMO TECHNICAL SCHOOL KARLOVAC 3 JMO 19 13 12 44

Car Mechanic - JMO TECHNICAL AND CRAFTS SCHOOL OGULIN

3 JMO 7 7 12 26

Car Mechanic - JMO SECONDARY SCHOOL SLUNJ 3 JMO 6 6

Heating and cooling installer- JMO

TECHNICAL SCHOOL KARLOVAC 3 JMO 12 15 14 41

Heating and cooling installer- JMO

SECONDARY SCHOOL SLUNJ 3 JMO 5 5

Machinist - JMO TECHNICAL SCHOOL KARLOVAC 3 JMO 10 5 15

Machinist - JMO TECHNICAL AND CRAFTS SCHOOL OGULIN 3 JMO 4 5 8 17

Machinist - JMO SECONDARY SCHOOL SLUNJ 3 JMO 9 9

Turner - JMO TECHNICAL SCHOOL KARLOVAC 3 JMO 11 6 9 26

Turner - JMO SECONDARY SCHOOL SLUNJ 3 JMO 7 7

Plumber - JMO TECHNICAL SCHOOL KARLOVAC 3 JMO 11 13 2 26

Plumber - JMO TECHNICAL AND CRAFTS SCHOOL OGULIN

3 JMO 8 2 4 14

Plumber - JMO SECONDARY SCHOOL SLUNJ 3 JMO 4 4

UKUPNO 100 122 111 22 355

How Did it All Start?

27/02/2009. the Vocational Education and Training Act Adopted

Article 17  Sector Councils are composed in a partnership and are advisory and expert bodies that express needs of the labour market, higher education and all other components of Croatian society through:  - defining necessary VET qualifications, - analyzing current and necessary competencies within sectors and sub-sectors, - giving opinions to the Agency about necessary content of VET qualifications,  - developing content of parts of VET qualifications standards, - promoting the sector and possibilities of employment within the sector, - giving proposals of the network of curricula and VET institutions to the founders of VET institutions, - establishing profiles within each educational sector. 

How Did it All Start? 01/12/2009. first meeting of the Electrotechnics and Computing Sector Council (ECSC) held Conclusions of the fourth meeting held 26/05/2010:

A) ECSC has neither the resources nor the possibilities to carry out comprehensive sector analyses and needs support

B) ECSC will not make decisions without relevant indicators to avoid any long-term adverse effects on the educational system and the society as a whole Professional sector councils taken as a model

How Did it All Start?

“Locked” data existed in different institutions even before the Development of Sector Profile

Existing analyses use only economic activities based methodologies, no data by County

How Did it all StartArticle 15

(1) The Minister based on a proposal of the VET Council and with prior opinion of the Agency makes a decision by which educational sectors are established as integrative areas of one or more professions.  (2) Each educational sector contains a group of curricula based on which students acquire knowledge, skills and competencies in a certain profile for performing specific activities in different occupations.  

Step-by-step Methodology

Step-by-step Methodology – Data Sources for Analysis of Supply and Demand of Sector Occupations

Methodology – Demand Analysis Step 1 – Identify Occupations within

Educational Sector

Occupations from National Classification of Occupations broken down into Educational Sectors

Step 2: Which Economic Activities Use Sector

Occupations? Dispersion…………………………………..…Concentration

Step 3: Employment Trends Analysis in Key Economic Activities

Step 4: Demand Indicators for Occupations from Sector – EMPLOYMENT

RATES

Step 5: Supply Analysis – Enrolment Structure in Sector Education

Programmes

Step 5: Supply Analysis – Number of Children at High-School-Age

Step 5: Supply Analysis – General Trends in Labour Supply from the Education System

Decreasing enrolment trend for three-year programmes from 13,45% to 3,3% annually!

Enrolment trends in 4-year programmes vary greatly with total slump of -2,7%

Growth in number of enrolments in “gimnazija” schools , which reflects desire for higher education

Growth in number of 4-year programme graduates who enrol into universities

Their success rate in achieving these qualifications is around 50%

Step 6: Supply Analysis – The Unemployed Registered at the Croatian Employment

Service

Age and education structure of the unemployed is significantly weaker than that of the employed

Average duration of unemployment vastly destroys acquired knowledge and skills; therefore significant investments in training, activation and self-esteem development are crucial before using this labour supply for development

This problem is even more dramatic with inactive population Therefore, if educational programmes are not matched with the needs

of the economy through the educational system, a vicious circle of low productivity and long-term unemployment is created, especially for young population, thus keeping development on a low level

Step 7 Synthesis: Youth Destination Occupations by Sector

Registrations at CES

Number of enrolled in final year

Enrolled in university in same year (2009.)

Found job within 12 months

Engineers and technicians employed

Simple occupations employed

Occupation corresponds to Sector Profile

Agriculture, Food Processing and Veterinary 2657 5496 47% 50% 11% 34% 17%Forestry and Wood Processing 736 1439 46% 56% 25% 34% 45%Geology, Mining, Oil and Chemical Industries 303 721 81% 52% 15% 31% n/aLeather and Textiles 532 1138 48% 53% 5% 24% 22%Graphic technology and Audio-Visual Media Design 1012 2417 46% 37% 15% 23% 20%Mechanical Engineering, Shipbuilding and Metallurgy 1717 4315 50% 44% 17% 31% 25%Electrotechnics and IT 4791 14320 68% 48% 17% 26% 26%Construction and Geodesy 1277 3888 64% 47% 39% 22% 47%Economy, Business, Trade and Administration 8588 24717 78% 44% 6% 20% 54%Tourism and Catering 2431 7799 68% 50% 4% 18% 53%Transport and Logistics 2572 4928 65% 44% 5% 29% 18%Health and Social Welfare 4373 9347 47% 39% 75% 8% 75%Security Services, Personal and Other Services 873 1159 56% 4% 11% 54%

Total 32599 81684 65% 45% 21% 22% 43%

Ishodi: četverogodišnji programi

Step 8: Supply and Demand of Sector Occupations in Counties, E&R in 2010

Sector 7Employed with

sectoral occupations

Employed in the 50-64 age group

Retirees annually

3-year programme graduates

4-year programme graduates

4-year programme

graduates who remain

employed(32%)

Total of graduates who

remain employed

Number of young people per job role

Lika-Senj 132 25 2 24 42 13 37 22,4Virovitica-Podravina 145 29 2 21 47 15 36 18,4Vukovar-Srijem 695 156 10 71 133 43 114 10,9Bjelovar-Bilogora 606 129 9 52 127 41 93 10,8Požega-Slavonia 418 74 5 25 80 26 51 10,3Šibenik-Knin 691 129 9 48 91 29 77 9,0Krapina-Zagorje 517 103 7 34 85 27 61 8,9Zadar 617 131 9 44 93 30 74 8,5Karlovac 559 114 8 21 109 35 56 7,4Sisak-Moslavina 1.183 221 15 63 123 39 102 6,9Koprivnica-Križevci 676 142 9 31 94 30 61 6,5Sl.Brod-Posavina 1.250 235 16 51 137 44 95 6,1Varaždin 1.331 314 21 57 191 61 118 5,7Zagreb 2.198 474 32 100 239 76 176 5,6

Dubrovnik-Neretva 650 136 9 31 59 19 50 5,5Istra 2.397 516 34 119 134 43 162 4,7Split-Dalmatia 3.291 711 47 115 306 98 213 4,5Osijek-Baranja 1.765 380 25 55 172 55 110 4,3Primorje-Gorski Kotar 2.400 485 32 90 129 41 131 4,1Croatia 54.821 11.750 783 1.176 3.332 1.066 2.242 2,9Međimurje 1.290 272 18 24 53 17 41 2,3City of Zagreb 32.012 6.975 465 100 888 284 384 0,8

Step 9: Methodology for COMPETENCE Based Supply and Demand Analysis

• There is no up-to-date and comprehensive research of VET and general competence needs by occupations or groups of occupations, although different employer needs analyses exist

• Without employer needs research it is not possible to develop a qualification standard nor is it possible to develop the relevant occupational standards

Step 9: Step-by-step Methodology - Competences

Step 9 Data sources for competence needs analysis

Step 9: Step-by-step Methodology - Competences

Programerski Sistemski

Step 9: Step-by-step Methodology - Competences

What makes this methodology different?1. Planning by industries does not provide clear indicators to the education sector since the NKD (SOC/SIC) classification does not correspond to VET sectors.

Example: 21 NKD industry, processing industry covers as many as 7 to 13 VET sectors

Step 9: Step-by-step Methodology - Competences

What Makes this Methodology Different?

2. In the development of Competence Matrix, other sources taken into consideration, not only employers•Predicted technological advances from Sector Profile,•Regional Development Strategies, Horizontal Industry Strategies, Entrepreneurial Learning Strategy…•National Framework Curriculum•EU Strategic Documents (e.g. new skills for new jobs, digital agenda for Europe, e-competences framework), Cedefop, ETF…•Professional Associations Data (IEEE, CEPIS…)

Approach Benefits

Understanding the place of sector knowledge and skills within the market

Sector Strategy development Development of high quality qualifications and

curricula Identified supply and demand gap Basis for planning education programme quotas

by County Support to Croatian Qualifications Framework

development

Approach Benefits Possibility to start carrying out new EU research (ESCO Project)

that link QUALIFICATIONS, OCCUPATIONS AND COMPETENCES, which will be crucial for Croatia joining the EURES

Sector Profile contributes to the strategic objectives of the Bruges Communiqué and is aligned with the Copenhagen Process, which indicate the need to:

1. Make VET more attractiveA) Give clear labour market information to future students and parentsB) Follow-up and feedback of graduates’ transfer to labour market

2. Improve quality and relevance of the VET systemA) Research labour market competence needs (ESCO) to inform the

development of NQFB) Assure that programmes are relevant and include general and vocational

competences

3. Assure that access to education is flexibleA) Encourage career guidance system development

Sector Profile in Wider Strategic Context

5. Foster innovation, entrepreneurial competences and ICT usage A) Foster entrepreneurial competences

6. Build an inclusive VET systemA) Assure that initial VET system includes both VET and key competencesB) Decrease drop-out rates through educational contents consistent with the

labour market

7. Include stakeholders in VET system development and increase visibility11. Improve quality and comparability of data used to inform the decision-making process

A) Assure data collection for internal use and EurostatB) Establish structured cooperation with the public employment service

Sector Profile in Wider Strategic Context

- Handbook for using Sector Profile prepared- Handbook for developing Sector Profile prepared - Sector Councils support team assembled and trained- Further institutional support for researching

competences by occupation is being sought- Potential partners (CES– direction, CBS – NCEA which

can become the CROQF database of Occupational Standards).

Sustainability of the Approach

Thank you!

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Debate, comments, criticism, suggestions.....welcome!