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

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

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

2 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 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

3 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Announced job losses for the EU

4 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Announced job creation for the EU

5 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Beyond recovery: skill strategies to 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’s and their own needs –combine different education and training types and levels, work and life experience and have them assessed and recognised –qualifications easily understood, reflect and value varied learning experiences –their knowledge, skills and competence are their capital/ ‘currency’

6 November, 2009 Retos para una formación innovadora: Calidad y Competitividad EU-25+ Negative scenario. Source: Cedefop, 2008 More jobs require medium- and high-level qualifications Employment trends, , by qualification Towards knowledge- and skill-intensive occupations Long-term trends matter for education/training and employment

7 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Changing shares of qualification needs in sectors EU-25+ Negative scenario Selected examples. Source: Cedefop, 2008 Green jobs and green skills across occupations and sectors gaining in importance Dynamic sectoral developments

8 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Thinking beyond recovery: facing tomorrow’s job needs EU-25; Source: Cedefop, 2009 (estimates from StockMOD) 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 by age groups in thousands Impact on jobs and skills: More elderly and an older workforce

9 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 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 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 men but 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

10 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 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) 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 Higher participation in courses provided by enterprises than in on-the-job training

11 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 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

12 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 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

13 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 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

14 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Routes to skills and competence: flexible and integrated breaking linear approach to learning and work combining 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, recognition guidance and counselling, credits for prior learning (ECVET, ECTS)

15 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Informing and motivating potential learners, enterprises and providers making citizens, businesses, social partners and support services aware of the benefits of putting skills to use HR policy geared to make better use of people’s skills and 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 to performance for VET providers and training companies

16 November, 2009 Retos para una formación innovadora: Calidad y Competitividad 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

17 November, 2009 Retos para una formación innovadora: Calidad y Competitividad Meeting the goals of today and tomorrow through 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

18 November, 2009 Retos para una formación innovadora: Calidad y Competitividad NO need to reinvent the wheel European principles and tools linking present and future Thank you for your attention! EQF EQARF ECVET NQF validation guidance key competences learning outcomes Europass


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