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Response to Europe's skill challenge Eleonora Schmid, Cedefop.

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Presentation on theme: "Response to Europe's skill challenge Eleonora Schmid, Cedefop."— Presentation transcript:

1 Response to Europe's skill challenge Eleonora Schmid, Cedefop

2 What we do: gather information, research, analyse provide evidence and new insights inform, advise support the development of common European tools and principles/approaches encourage debate & mutual learning Who do we work with/support? the European Commission & the European Parliament Member States national and European social partners other partners (Eurostat, sister agencies, OECD, ILO, etc.) Cedefop is the EUs agency to help develop and implement vocational education and training policies and lifelong learning and support European cooperation in VET

3 Poverty/ social exclusion EmploymentEducation and training R&D investment Climate energy 20 million fewer people 75% of year- olds < 10% leaving early 40% of year- olds tertiary education or equivalent 3% of EUs GDP 20/20/20 Europe 2020 Smart, sustainable and inclusive growth Digital agenda Platform against poverty Agenda for new skills and jobs Youth on the move Innovation Union Ressource efficient Europe Industrial policy for green growth Flexible, adaptable, employable workforce Danube region strategy priorities compatible

4 Growth and uncertainty: sectors Source: Cedefop forecast 2012 Mathematics, science and technology. Tertiary graduates (ISCED 5A,5B and 6) in, EU-27, (thousands )

5 Trend towards higher qualification levels continues …but still high demand for medium level qualifications Source: Cedefop country workbooks (2012)

6 Expected developments in the Danube region (2020)

7 Potential impact of green policies on skills May 2012

8 Adjusting to the need for greener jobs Only few countries systematically anticipate/analyse the need for green(ing) skills FR, ES - new initiatives: observatories on green skills UK – Skills funding agency, national strategic skills audit in 25 sectors DK – responsibility of trade committees – employer surveys integrate skills responses in their environmental policies, e.g. DK, FR, ES, UK Quantitative, top-down methodologies insufficient, need for qualitative data, cooperation with green sectors / companies

9 A comprehensive skills strategy

10 Providing a sound basis for young people Provide young people with flexible pathways and high quality training that anticipate and respond to labour market needs (longer-term) standards, curricula, methodology reinforced cooperation with enterprises – work based learning educational leadership and highly-qualified teachers and trainers Develop the right skills mix to allow progression and occupational mobility: key competences + transferable occupational + specialised skills more focus on intrapreneurship/capacity to manage change workplace learning, experience abroad Training tailored to allow all learners develop their strengths (fostering high talent and being inclusive) VET has a crucial role to play

11 11 Young VET graduates more likely to find a suitable job match Duration of the first job (of over 3 months, year olds) Source: Cedefop calculations based on Eurostat, EULFS 2009 Ad Hoc Module. Data: EU27 excluding DE, But continuing and re-training will be necessary over time

12 More focus on broadening and reinforcing adults skills: More and varied VET offers for people in different employment statuses also to low skilled, older workers, migrants (support measures, e.g. learning reps) Quick response to short-term labour market needs (e.g. greening skills for traditional jobs) More opportunities to stretch skills at work for all Learning conducive workplace (work organisation, challenging tasks) Flexible routes to skills and competences: Access, progression and qualifications through several routes : less linear approach to learning Flexible learning environments: various modes of delivery, times and methods adjusted to learner needs (individualised learning paths) VET has a crucial role to play

13 Qualifications, credits, work experience Further work experience and learning Validation of learning outcomes Certification for further qualification Formal learning programme Labour market, Further studies Career development Guidance European tools and principles Loukas Zahilas

14 Common EU tools empower people through focus on learning outcomes Loukas Zahilas 14 Guidance and counselling

15 An agenda for new skills and jobs Employment package Education and training 2020 Guidelines for the employment policies of the Member States Adult learning agenda Bruges Communiqué Strategic objectives for VET Short-term deliverables Council recommendations, resolutions, conclusions European Structural funds Lifelong learning programme National benchmarks Peer learning Reporting Rethinking education

16 Data and results ONLINE Look for at

17 Thank you for your attention More information:

18 EQF Level 1 EQF Level 2 EQF Level 3 EQF Level 4 EQF Level 5 EQF Level 6 EQF Level 7 EQF Level 8 Country A Country B Q Q Q NQF/ NQS Q Q Q Q 18 Loukas Zahilas

19 22 October 2012 DGVT Cyprus

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