1. VET & Globalisation: Trends, challenges, success stories in Europe Tom Leney International Research and Strategy QCA LeneyTO@qca.org.uk EU/India Nov 2006

3. EU/India Nov 2006 Theme 1 Globalisation and skills

4. EU/India Nov 2006 GLOBAL DRIVERS – 8 DIMENSIONS The unpredictable global economy ** –Global/local factors in anticipating skill needs ** –Technological and IT change ** –The (international) organisation of work ** Demographic factors: a youthful population Migration ** The policy dimension: Economic &Social factors – strong social model, or ‘catch as catch can’? # Environmental change #

5. EU/India Nov 2006 THE KEY ARGUMENT In a situation where globalisation creates uncertainty High quality VET is a robust strategy as a country, region or sector moves towards a knowledge economy The argument is for innovative VET

6. EU/India Nov 2006 THE KNOWLEDGE ECONOMY : Lifelong learning/VET Modernisation is essential.. (for) high levels of prosperity, social cohesion and quality of life The Europe of dynamism, innovation and openness sits side by side with the Europe of 19 million unemployed, child poverty and stagnant growth European Commission Communication to Heads of State, 2005 The successful countries tend (PISA) to achieve high basic standards for (almost) all

7. EU/India Nov 2006 WHY RAISE EDUCATION AND SKILLS LEVELS? 1.Effective modern economies will produce the most information/knowledge, with jobs increasingly skill/knowledge intensive 2.In the global economy, those who invest heavily in education and skills benefit most in economic and social terms 3.This is a tough challenge for education and training governance/ suppliers Some succeed. Andreas Schleicher, OECD, briefing for the EU, 2005

8. EU/India Nov 2006 Theme 2 Challenges facing countries: What can we learn from VET in Europe? Lisbon: economic, employment, social, inclusion, environmental goal

9. EU/India Nov 2006 PRIORITY INDICATORS FOR EUROPE What are the agreed priority indicators for lifelong learning? 1.Reduce numbers of 15 yr olds with low basic skill levels 2.Reduce the numbers of early school leavers 3.Raise the percentage of young people with at least upper secondary education 4.Increase university graduate numbers in maths, science, technology; address gender imbalances 5.Increase adult participation in E&T 6.Raise levels of investment in human resources

10. EU/India Nov 2006 QUALITY VET REDUCES NO. OF EARLY SCHOOL LEAVERS 16 of 19 European countries with a high proportion of young people in IVET have high upper secondary completion rates and low dropout rates The challenge is quality Programmes attractive to learners and enterprises Flexibility, focus on the learner Links to general education Valuing/recognising formal, informal and non-formal learning Pathways to higher education (No dead ends!) Quality IVET: a robust strategy, at least across Europe

11. EU/India Nov 2006 CONTINUING TRAINING – A KEY CHALLENGE Most countries: unacceptably low participation. High status jobs/low status jobs High education level / low level of education –Younger workers /older workers. –Men / women. –Migrants marginalised. –Sectors: communications / textiles; expansion / decline Raising levels of continuing training to update skills and competences.

12. EU/India Nov 2006 DEVELOPMENT OF LIFELONG LEARNING STRATEGIES Few countries have well-advanced LLL strategies Approaches? Cradle to the grave Employability Social inclusion How best to anticipate education and skills needs in an uncertain environment?

13. EU/India Nov 2006 Theme 3 Innovation and success Building up: capacity for change, capabilities, partnerships, links between strategies

14. EU/India Nov 2006 EXPERT LEARNERS Empowering learners is the strong way to tackle the need to improve learning Expert learners are self-directed and goal-oriented, able to use their skills to make best decisions about their learning A danger is a divide between expert and novice learners – with low self image, poor learning strategies, little reflective ability

15. EU/India Nov 2006 From didactic VET teaching to an outcomes- based approach (programmes, teaching, learning, assessment, qualifications, frameworks) Learning is focussed on real problems – in the workplace Underpinned by general education / key competences Partnerships mean efficient organisation – employer needs Skilful teachers and trainers THE SHIFT TO COMPETENCE-BASED TEACHING / LEARNING

16. EU/India Nov 2006 Success stories: the Nordic countries A small skills gap: those who consider they don’t have the skills for working life A small credentials gap: they have the credentials to back the claim A high proportion of people recently took part in education or training A high proportion affirm there are few barriers to participating in learning A small proportion say there is nothing to motivate them for further involvement in education and training Few young people lack basic skills Institute for Future Studies in Sweden, from Euro barometer data (see A Giddens 2006)

17. EU/India Nov 2006 Success stories: A company - Telefonica 1984 – 9 m customers, basic telephone service, in Spain 2006 – 180 m customers, integrated IT solutions, in 18 countries Telefonica Has developed a competency framework. Based on value of trust. Consisting of broad skills, including: client facing, flexibility, communication, contribution to production, innovation, collaboration, interpersonal development. Defined macro roles (10 groups) have added functional and business skills. Basis for HR, training and mobility programmes.

18. EU/India Nov 2006 USEFUL SOURCES EC DG Employment - http://ec.europa.eu/dgs/employment_social/index_en.htm EC DGEAC – http://ec.europa.eu/education/index_en.htmlhttp://ec.europa.eu/education/index_en.html OECD - http://www.oecd.orghttp://www.oecd.org ETF – http://etf.europa.euhttp://etf.europa.eu CEDEFOP – http://cedefop.europa.euhttp://cedefop.europa.eu REFERNET UK – http://www.refernet.org.ukhttp://www.refernet.org.uk QCA – http://www.qca.org.ukhttp://www.qca.org.uk