1. Vocational Education and Training in the European Union, and the European Alliance for Apprenticeships presentation at the 2014 INTERNATIONAL CONGRESS ON VET Donostia - San Sebastián, on 29 May 2014 Joao SANTOS, Deputy Head of Unit Directorate General for Education and Culture Unit B2, Vocational training and adult education; Erasmus+

2. 1.European VET policy framework 2.ERASMUS +, EU support to VET 3.European Alliance for Apprenticeships Content of presentation 2

3. European VET policy framework 3

4. CEDEFOP provides evidence and expertise Legal basis Lisbon treaty Art. 165 & 166 Copenhagen process Framework for European VET policy Coordination Social partners involved in the political process ETF supports the VET reforms in 30 partner countries EuropeAid supports TVET and Skills, in EU Development Cooperation 4

5. Political process 33 countries participating together with social partners and Commission to agree on common goals and objectives; inspiring national reforms – fitting within E&T 2020 and Europe 2020 Developing common tools Common frameworks and tools; transparency and quality of competences and qualifications, facilitating mobility (e.g. Europass, EQF, ECVET, EQAVET) Fostering mutual learning Supports cooperation, peer learning, sharing ideas, experience and results, evidence based policy making (e.g. OMC WG on VET) Involving stakeholders Enables their contribution to common goals The Copenhagen process 5

6. Bruges Communiqué EU 2020 VET agenda Vision – VET in 2020 Agreeing on common goals and objectives Inspiring and mobilising for national reforms 11 Strategic objectives Attractiveness, excellence, flexible access, internationalisation and mobility, innovation creativity and entrepreneurship (use of ICT), Inclusive I-VET and C-VET, and transversal objectives. Short term deliverables (2011-2014) 22 Deliverables at national level supported by actions at EU level Governance Ownership, methods, official bodies, role of Cedefop and ETF, international dimension, cooperation with VET provider organisations 6

7. Coordination/Advisory bodies Directors General for VET Advisory Committee on Vocational Training Agencies supporting VET policy Cedefop ETF VET Governance and Partnerships Social partners, EEA member countries, and candidate countries closely involved in the political process (Communiqués, monitoring, etc.) 7

8. September 2014 - Cedefop in cooperation with ETF present the VET monitoring report (progress on the short term deliverables 2011-2014) Early 2015 - Review and definition of VET priorities, as well as a new set of STD for 2015-2017 Mid 2015 Communiqué (Riga) – update of Bruges Communiqué linking VET priorities with EU2020 and ET2020 strategic frameworks Upcoming Bruges Review (2015) Review will be based on the progress between 2011-2014, as well as recent policy initiatives: e.g. Rethinking Education, EAfA, European Area for Skills and Qualifications, ECVET and EQAVET evaluations and consistent with the European Semester (CSR) 8

9. Mapping study on VET internationalisation Background to the mapping study 'Building knowledge on international cooperation in VET”: The Lisbon Treaty Art 166.3 "The Union and the Member States shall foster cooperation with third countries and the competent international organisations in the sphere of vocational training". Bruges communiqué: “… As players on the global education market, national VET systems need to be connected to the wider world in order to remain up-to- date and competitive… Develop a strategic approach to the internationalisation of I-VET and C-VET and promoting international mobility…” 9

10. Mapping study on VET internationalisation Objective of study (to be completed December 2014): Provide an illustrative mapping of the state of play of existing policy measures and practices implemented by EU/EFTA countries. Preliminary findings: Some member states have a clear international dimension to their VET policies, which usually takes one of the following forms: 1.Policy dialogue at strategic level, 2.Bilateral cooperation between VET institutions leading to VET delivery and capacity-building. 3.Outbound and inbound student mobility programmes, 4.Establishment of VET institutions abroad 10

11. Mapping study on VET internationalisation Interesting examples of actions at Member State level: iMove programme in Germany - supporting German VET providers for international competition in VET, mainly in Asian countries US-Denmark partnership on VET - provides funding for student and teacher mobility, partnerships for curriculum development, etc. France’s initiative on Technical teachers without borders – aimed at encouraging teacher and trainer mobility Austria’s MODUL Service Platform - fosters projects on VET for the tourism sector, with China and Iran; offers advice in setting educational institutes, develops curricula, enhances quality for existing institutes and draws plans of regional development; German-Thai dual excellence programme - involving three corporations: BMW, Bosch, B. Grimm). Offers students a two-year dual VET programme. Assures quality standards, adjusts curricula for mechatronics, trains the trainers etc. 11

12. ERASMUS +, EU support to VET 12

13. Adoption of Erasmus+ on 19 November 2013 First call for proposals on 12 December 2013 13 ERASMUS+ Organisations from non-programme countries can participate (not apply) if participation clearly brings added-value to the proposal (e.g. Ukraine firms highly-specialised in rocket technology)

14. Overall budget€14.7 billion Overall mobility opportunitiesMore than 4 million people Higher educationAround 2 million students Vocational education and training students Around 650,000 students Staff mobility Around 800,000 lecturers, teachers, trainers, education staff and youth workers Volunteer and youth exchange schemes More than 500,000 young people Master's degree loan guarantee scheme Around 200,000 students Joint Master DegreesMore than 25,000 students Targets 2014-2020 14

15. Targets 2014-2020 Strategic Partnerships Around 25,000 linking together 125 000 schools, vocational education and training institutions, higher and adult education institutions, youth organisations and enterprises Knowledge Alliances More than 150 set up by 1500 higher education institutions and enterprises Sector Skills Alliances More than 150 set up by 2000 vocational education and training providers and enterprises SchoolsMore than 200,000 teachers collaborating on line involving more than 100,000 schools through e-twinning 15

16. Breakdown of Education and Training budget by sectors ERASMUS+ Financial distribution 16

17. European Alliance for Apprenticeships 17

18. The crisis has brought increased attention to VET: Work based learning - Dual systems, and others Labour market relevance of skills – addressing skill mismatches Youth Guarantee schemes – opportunity within 4 months Mobility - 6% benchmark VET supporting economic recovery European Alliance for Apprenticeships 18

19. Students enrolled in vocational upper secondary education, 2010, as a % of all students enrolled in upper secondary education (ISCED level 3) Participation rates in VET 19

20. Proportion of VET students enrolled in combined work- and school-based VET, as a % of all students in upper secondary VET (2010) Work-Based Learning is still an exception 20

21. Share of students in ISCED 3 level programmes including at least 25 % of work- based learning Youth unemployment rate Below 15 %15-25 %Above 25 % More than 30 % participation DK, DE, ATCZ Between 6 and 30 % NLFI, LU, FR, UKSK, HU Less than 6 % BE, SI, SE EL, PL, IE, PT, ES, IT, EE WBL and youth unemployment 21

22. VET with strong work-based learning leads to:  Smooth transition from education to work  Less youth unemployment  Better skill matching  Higher competitiveness Why apprenticeships? 22

23. Launch and Joint Declaration, 2 July 2013 First ever Joint Declaration by European level Social Partners, European Commission and EU Presidency of the Council (Lithuania) Council Declaration, 15 October 2013 Ensuring recognition and/or integration of apprenticeship in formal system (reference to validation of outcomes from non-formal and informal learning) 21 Member States Pledges, early 2014 Commission invited all MS to submit 'pledges' on planned reforms and initiatives to increase the quality, supply and attractiveness of apprenticeships Pledges and Ambassadors Some 30 pledges from VET providers, chambers, businesses, social partners, youth organisations and others + a network of business Ambassadors to support SMEs European Alliance for Apprenticeships ERASMUS+ Call for proposal, ‘National Authorities for Apprenticeships’ - EACEA/13/14 published on 26 March 2014, deadline 26 June 2014 23

24. Aims to: Reform of national VET systems (apprenticeship schemes) Increased number, quality and attractiveness of apprenticeships Easier transition from education to work Strong partnerships at all governance levels Leverage of public and private funding Improved image of apprenticeships Aims of the EAfA 24

25.  National authorities responsible for apprenticeships in partnership (applicant or partner)  Objective: Support for the EAfA  Project duration: 2 years  Maximum grant: € 300.000  75 % co-funding of total eligible costs  Total budget: € 4 million  Deadline for applications: 26 June 2014 ERASMUS+ Call for proposals (1) 25

26. Partnerships with experts from other MS: In-depth partnerships for policy reform Feasibility studies Strategies for joint training centres for SMEs National policy dialogue Attractiveness campaigns National business forums Testing pilot apprenticeship schemes Evaluating previous pilot apprenticeship schemes with a view to up-scaling Integration non-formal apprenticeships in formal VET ERASMUS+ Call for proposals (2) 26

27. More information at: http://ec.europa.eu/education Joao SANTOS, Deputy Head of Unit Directorate General for Education and Culture Unit B2, Vocational training and adult education; Erasmus+ E-mail: joao.santos@ec.Europa.eujoao.santos@ec.Europa.eu