1 24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Skills to drive innovation and change Cedefop.

24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 1

Skills to drive innovation and change

Cedefop


Short term goals:

• widen and upgrade skills to retain people in jobs for recovery• meet current skills shortages in other jobs/sectors• supplement and support work-based learning

Strengths:

• flexible labour market and VET have cushioned impact on employment

(in EU GDP- 4.9%, employment -1.9%; in ES down by ~7pps)

Risks:

• disadvantaged at the end of the queue; high youth unemployment (EU: 20.2%; ES 41.7%), long-term unemployed, low-skilled

• fail to notice accelerated change in composition of jobs, skill needs and supply

matching short-term success with long term goals and challenges

Current challenge: being responsive and thinking ahead


Announced job losses for the EU


Announced job creation for the EU


Beyond recovery: skill strategiesto drive innovation and change

Long-term goal: education and training throughout people’s lives

• an investment and a shared responsibility• empowers people to develop and use their potential to manage change

– fit for the job, to adapt, to innovate, move to other jobs, develop skills,at home and abroad

– make informed choices to adjust learning and career paths to the labour market’sand their own needs

– combine different education and training types and levels, work and life experienceand have them assessed and recognised

– qualifications easily understood, reflect and value varied learning experiences

– their knowledge, skills and competence are their capital/ ‘currency’


-6 -4 -2 0 2 4 6 8 10 12 14

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

Change 2006-2020 in million jobs

Expansion demand (net change)

Replacement demand

EU-25+ Negative scenario. Source: Cedefop, 2008

31.4 %

50 %

18.6 %

0

5

10

15

20

25

30

35

40

45

50

Higher level Medium level Low level

More jobs require medium-and high-level qualifications

Employment trends, 1996-2020, by qualification

Towards knowledge- and skill-intensive occupations

Long-term trends matter for education/training and employment


Changing shares of qualification needs in sectors

EU-25+ Negative scenario Selected examples. Source: Cedefop, 2008

22.113.0

38.428.0 26.1

19.328.3

18.526.2

18.6

56.2

58.2

49.9

53.7 56.3

54.4

57.4

60.9 48.6

50.0

21.728.8

11.618.3 17.6

26.3

14.320.6 25.3

31.4

0%

20%

40%

60%

80%

100%

2006 2020 2006 2020 2006 2020 2006 2020 2006 2020

Automotive Construction Distribution Transport ALL SECTORS

Low qualification Medium qualification High qualification

Green jobs

and

green skills

across occupations and sectors

gaining in importance

Dynamic sectoral developments


Thinking beyond recovery: facing tomorrow’s job needs

EU-25; Source: Cedefop, 2009 (estimates from StockMOD)

-3077-4777

-2639 -2432

8237

25854

-1269 -1076

7262

4119

-1162-2896

-10000

-5000

0

5000

10000

15000

20000

25000

30000

15-19 20-29 30-39 40-49 50-59 60+

Population

Labour Force

50+: from 1/3 in 2007 to nearly 1/2 of the population in 2020(highest share of low-qualified)

40+:those with highest share of medium-level qualifications

young people:more highly qualified than ever

will supply meet longer-term needs?

Change in population and labour force 2007-2020 by age groups in thousands

Impact on jobs and skills:More elderly and an older workforce


NB: Labour force supply, 2007 and 2020, by age, gender and qualification; Labour force aged 25 and more. EU-25 without Malta, plus Norway; Source: Cedefop, 2009

18 12 6 0 6 12 18

2007

2020

2007

2020

2007

2020

2007

2020

2007

2020

2007

2020

25

-29

30

-39

40

-49

50

-54

55

-59

60

-64

Millions 18 12 6 0 6 12 18

Low qualificationFemales Males

Medium qualificationFemales Males

High qualificationFemales Males

18 12 6 0 6 12 1818 12 6 0 6 12 18

2007

2020

2007

2020

2007

2020

2007

2020

2007

2020

2007

2020

25

-29

30

-39

40

-49

50

-54

55

-59

60

-64

Millions 18 12 6 0 6 12 18

Low qualificationFemales Males

Medium qualificationFemales Males

High qualificationFemales Males

18 12 6 0 6 12 18

Thinking beyond recovery: longer term employment challenges

• mismatch: despite the crisis, 4 million vacancies were unfilled in 2008

• unemployment likely to rise to 10% in 2010 despite slight recovery

• women: better qualified than menbut still lower activity rates

• people with migrant background: low qualifications and employment;

but also unrecognised skills

make better use of existing skills, expand, upskill and reskill adults


Thinking beyond recovery: unleash Europe’s potential

Lifelong learning participation :

• still below 10%

• less than 4% of the 77 million low-qualified (1/3 of the labour force)

0

10

20

30

40

50

60

70

80

90

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

Formal education and training

Non-formal education and training

%

Data source: Eurostat

Note: Data source is Adult Education Survey, 2007For FR, SI data are provisional.

Most of the learning of employed people is non-formal

Percentage of employed population aged 25 to 64 participating in formal and non-formal education and training

Percentage of employees participating in courses and on-the-job training provided by enterprises

0

10

20

30

40

50

60

70

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

On-the-job training

Courses

%

Data source: Eurostat

Note: Data source is Continuos Vocational Training Survey 3, 2005

Higher participation in courses provided by enterprises than in on-the-job training


Future needs already pressing today

Acting now and thinking beyond recovery:

• acting anti-cyclically, create supply to fuel demand

• broadening and reinforcing adults’ skills and competence

• anticipating jobs and skill needs

• matching skills and competence with emerging realities

• making routes to skills and competence more flexible and integrated (flexication)

• capturing and recognising all types of competences acquired in various learning settings

• informing, encouraging, supporting potential learners, enterprises and providers

• partnership, partnership, partnership……..

foresight and flexibility


Broadening and reinforcing adults’ skills and competence

• offering more and varied VET to people in different employment statuses

• overcoming the Matthew effect: low skilled, older workers, migrants

• adapting legal provisions, collective agreements, funding and incentives

• adapting capacities and delivery

• flexible learning environments, methods adjusted to learner needs

• validation and recognition of prior learning and newly acquired skills and competence to manage transitions and career


Shaping the future: anticipating jobs and skill needs for better matches

Matching skills and competence with emerging realities:

• understanding composition of jobs and skills (e.g. ‘white’, environmental)• defining a language common to work and education/training:

focus on learning outcomes to reconcile job requirements and skills provision; adapt standards and curricula

• better skill mix: - key competences + transferable occupational + specialised skills - more focus on intrapreneurship/capacity to manage change

- combining skills from different occupational areas

dynamic process of matching skills and jobs;more holistic qualifications policy; qualification frameworks becoming a European reality


Routes to skills and competence: flexible and integrated

• breaking linear approach to learning and workcombining different types of learning: formal, work and life

• breaking barriers between formal education/training programmes and levels

• access, progression and qualifications through several routes including recognition of prior learning

• work-based learning opportunities for all types and levels of VET

• fully-fledged and partial qualifications at the same or different levels

• modularised programmes accompanied by support schemes

focus on learning outcomes to design more individualised learning paths

supported by: documentation (Europass),formative and summative assessment, recognitionguidance and counselling, credits for prior learning (ECVET, ECTS)


Informing and motivating potential learners, enterprises and providers

• making citizens, businesses, social partners and support services awareof the benefits of putting skills to use

• HR policy geared to make better use of people’s skillsand talents

• learning conducive environment and work organisation;challenging tasks in learning and work

• competence-based assessment• training and support of teachers and trainers, guidance

staff, social partners

• quality assurance and funding/incentives linked toperformance for VET providers and training companies


Thinking learning and working new to meet the goals of today and tomorrow

• less linear approach to learning and work• flexible interplay of VET for young people and adults• more holistic qualifications policy, dynamic matching skills and jobs• linking all qualifications into national qualification framework • holistic guidance and counselling services• recognition of skills and competences as mainstream path to qualifications

the crisis as catalyst to accelerate modernisation of VET implement European tools and principles


Meeting the goals of today and tomorrowthrough partnerships

• consistent cooperation between VET providers and enterprises• wider partnerships: VET providers, HE providers, social partners,

guidance, employment and support services; accreditation/certification bodies

• complementarity between central and regional/local authorities• shared responsibility of governments, employers and individuals• better links, coherence and synergy between education and training,

employment, social and economic policies and tools

management of crisis highlights success of partnerships;crisis as catalyst to accelerate modernisation of VET


NO need to reinvent the wheelNO need to reinvent the wheel

European principles and tools linking present and futureEuropean principles and tools linking present and future

Thank you for your attention!Thank you for your attention!www.cedefop.europa.eu

EQF

EQARF

ECVET

NQF

validationguidance key competences

learning outcomes

Europass

1 24 - 25 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Skills to drive innovation and change Cedefop.

Documents

calidad y competitividad

eu slide

calidad y competitividad

employment slide

cedefop slide

matching skills

green skills

unrecognised skills