EU Enlargement SESSION 3ec.europa.eu/.../25-january-2013/session_3_presentation_3_m.serban… · 13.5 10 39 (08) 65.1 (07) 15.5 (m)/ 9.2 (f) (09) 8.5 4.1 (u) 13.5 41.9 Tertiary education

EU Enlargement SESSION 3

Planning and programming IPA II – how to make financial assistance more strategic and coherent?

EU Enlargement SESSION 3

Investing in people – the role of education and training

EU Enlargement SESSION 3 Madlen Serban

Director European Training Foundation (ETF)

INVESTING IN PEOPLE: THE ROLE

OF EDUCATION AND TRAINING

MADLEN SERBAN, ETF DIRECTOR

IPA CONFERENCE 2013

BRUSSELS, 25 JANUARY 2013

WHAT IS THE ETF?

AGENCY OF THE EUROPEAN UNION

Vision

To make vocational education and training in the partner countries a driver for lifelong

learning and sustainable development, with a special focus on competitiveness and

social cohesion

Mission

To help transition and developing countries to harness the potential of their human

capital through the reform of education, training and labour market systems in the

context of the EU’s external relations policy

A COMPREHENSIVE, HOLISTIC AND COHERENT POLICY RESPONSE

Is key to successfully promoting education & training and employment within an integrated

growth context set by “the South-East Europe Strategy 2020: towards convergence

and growth”

Holistic means an education & training sector-wide approach and sectors such as

the labour market and economic and social policies.

Patching approaches, fragmented priorities and ad hoc initiatives do not create

systemic solutions.

EDUCATION & TRAINING AND EMPLOYMENT:

AN INTEGRATED GOWTH CONTEXT REQUIRES A HOLISTIC

AND COHERENT POLICY RESPONSE

CHALLENGES IN THE ENLARGEMENT REGION

Employment rates are low compared to the EU-27 and especially for women (between

47% in Croatia and 12.5% in Kosovo*);

Unemployment rates are high in the Western Balkans compared to the EU-27 (between

13.5% Croatia and 45.4% in Kosovo);

Young people are among the most affected by unemployment (between 16.7% Turkey

and 73% Kosovo);

Young people with VET seem to have better employment perspectives (e.g. 54% in

Montenegro, 49% in Serbia) compared to general secondary education;

Labour migration adds to skills shortages (29% in the former Yugoslav Republic of

Macedonia, 23.9% in Bosnia and Herzegovina, 5.8% in Turkey for tertiary education

graduates);

Education expenditure is rather low compared to the EU-27 (between 4.3% of GDP in

Croatia to under 4% in the other countries)

WESTERN BALKANS AND TURKEY AND EU BENCHMARKS FOR

EDUCATION, 2011

EU

27

EU 2020

objectives Albania

Bosnia and

Herzegovina Montenegro Serbia Croatia

Former

Yugoslav

Republic of

Macedonia

Turkey

Early school leavers

% of 18-24 year olds with at most

secondary education and not in

further education or training

13.5 10 39 (08) 65.1 (07) 15.5 (m)/

9.2 (f) (09) 8.5 4.1 (u) 13.5 41.9

Tertiary education attainment

% of 30-34 year olds who have

successfully completed university

or university-type education

34.6 40 17.2 (08) 24.5 20.4 16.3

Lifelong learning

% of 25-64 year olds participating

in education and training

8.9 15 2 (09) 0.1 4.3 2.3 3.4 2.9

Four-year olds in education

% participation rate (2010) 90.8 At least 95 52.7 12.2 30.9 52.3 57 24 16.5

PISA results

% of pupils with low performance

in the reading scale (level 1 or

below), (2009)

19.6* Less than 15 56.6 49.5 32.9 22.5 24.5

Sources: Eurostat, UNDP, UNESCO, OECD: Notes: (u) = unreliable, (m) = males, (f) = females

* EU average refers to the 25 EU countries participating in PISA 2009

EDUCATION & TRAINING AND EMPLOYMENT:

AN INTEGRATED GOWTH CONTEXT REQUIRES A

HOLISTIC AND COHERENT POLICY RESPONSE

Education and training leading to skills development and active citizenship,

approached from a systemic view, focusing on:

constantly improving key policy results and subsequent learning effects;

both individual/learners’ interests/aspirations and community needs for sustainable

development.

The effectiveness of public policies for education & training and employment should be

assessed in terms of their effects on better jobs and better lives for all citizens. Key to

this is “good” job creation through economic growth.

The policy - “the country strategy that reconcile numerous country strategies addressing

human resources development” will be successful if:

focuses on a small number of key strategic elements,

deploys them in a coordinated way,

builds the capacity of those responsible for implementation,

persists with the process over time, and

monitors and learns in terms of actual results and effective practices.

An effective and complete policy making cycle is highly recommended.

Building multilevel governance systems is a prerequisite.

EDUCATION & TRAINING AND EMPLOYMENT:

AN INTEGRATED GOWTH CONTEXT REQUIRES A

HOLISTIC AND COHERENT POLICY RESPONSE

WHAT’S NEXT?

The ETF will continue to lead the work on evidence-based policy making in human

resources development, and support

the enhancement of policy dialogue; and,

the effectiveness of policy learning

by empowering institutions to carry out their roles and responsibilities.

The FRAME project (at the request of DG ELARG) brings further opportunities

7

Skills are at the centre:

Which skills should the country develop by 2020,

and how can they be generated in the education and

training system? - FORESIGHT

Evidence-based(e.g. current situation,

key data, progress reports)

Anticipation (national and

international, territorial and

sectorial forecasts of demand

and supply)

Drivers of change(e.g. FDI, technical innovation,

industrial restructuring, social

inclusion)

Education and training policy

in a lifelong learning

perspective (VET and higher

education)

Enlargement

AgendaCopenhagen process

EU 2020 strategy

SEE 2020 strategy

Mapping strategies

(existing national strategies

making reference to skills), to

promote coherence between

social, economic and other

policies

2020 vision

for

skills

Together with the Regional Cooperation Council and other international actors, the ETF

will continue to support related human resources development policies systemically, and

will facilitate knowledge sharing, mutual learning and policy dialogue, at both regional

and European levels.

A shared vision for skills 2020 and improved partner country capacities in planning,

designing, implementing, monitoring, evaluating and reviewing evidence-based

policies in education & training and employment will strengthen country’s capabilities to

negotiate their needs, make EU financial assistance more strategic and coherent and

improve the impact and effectiveness of development and cooperation aid.

WHAT’S NEXT?

FOR FURTHER INFORMATION

VISIT OUR WEBSITE:

WWW.ETF.EUROPA.EU

EMAIL US:

[email protected]