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

2. and support European cooperation in VET
Cedefop is the EU’s agency to help develop and implement vocational education and training policies and lifelong learning
and support European cooperation in VET
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.)

3. Europe 2020 Smart, sustainable and inclusive growth
Poverty/ social exclusion
Employment
Education 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 EU’s GDP
20/20/20
Danube region strategy priorities compatible
Flexible, adaptable, employable workforce
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

4. Growth and uncertainty: sectors
Mathematics, science and technology. Tertiary graduates (ISCED 5A,5B and 6) in, EU-27, (thousands)
The tables shows aspects of employment by sector that have grown most strongly relative to the average, and those in decline up to The vertical axis shows sectors that are likely to grow and decline in relative terms, while the horizontal access groups sectors according to whether there is more or less uncertainty about whether this trend will prevail. The sectors included in the top half of each table are likely to grow, relatively speaking (with more certainty concerning those in the top right box), while those in the bottom half are likely to be in relative decline. The uncertainty reflects sensitivity to the business cycle and external factors such as policy measures (e.g. environment legislation) or external shocks like a steep rise in oil prices.
Source: Cedefop forecast 2012

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
13-16 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. VET has a crucial role to play
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)

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

12. VET has a crucial role to play
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)

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

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

15. European Structural funds
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
Rethinking education
Lifelong learning programme
Council recommendations, resolutions, conclusions
National benchmarks
Peer learning
Reporting

16. Data and results ONLINE
Look for at

17. Thank you for your attention
More information:

18. Country B Country A EQF Level 8 EQF Level 7 EQF Level 6 EQF Level 5
NQF/ NQS Q
NQF/ NQS 18
Loukas Zahilas

19. 22 October 2012
DGVT Cyprus