Social Dialogue on Education and Training ESF Committee 10 March 2011   Claude Denagtergal Helena Strigard ETUC BUSINESSEUROPE

Social Dialogue at EU level Education and Training From 1986 to 2004: more than 50 joint initiatives at EU level 15 joint initiatives in the field of Education & Training Diversity of issues dealt with: Lifelong learning, initial and continuing vocational training Competences and Qualifications, including anticipation of needs, validation, recognition and transparency Information, guidance and counselling Resources, co-responsibility and co-investment Diversity of instruments used: Joint opinion Compendium of good practices Joint report Framework of actions

Framework of actions What? Presented to the European Council in Barcelona on 14/03/2002 The political text: highlights the joint responsibility of employers and employees for the development of competences and qualifications in Europe identifies 4 priorities areas for actions to be promoted by social partners in Member States in accordance with national practices defines a follow-up mechanism at national level (annual reports)

Framework of actions Originality The content: lifelong learning is approached as a labour market issue formal and non-formal training are taken into account ways of encouraging both companies and workers to invest time and efforts to develop competences are presented The method: genuine instrument the framework of actions is inspired by the technique of the “open method of co-ordination”

Framework of actions Definitions “Competences” are the knowledge, skills and know-how applied and mastered in a given work situation “Qualifications” are a formal expression of the vocational or professional abilities of the employee. They are recognised at the national or sectoral level

Framework of actions on the lifelong development of competences and qualifications 4 Key Priorities

Framework of actions The 4 priorities Anticipation and identification of competence and qualification needs Recognition and validation of competences and qualifications Information, support and guidance Mobilising resources

Framework of actions 1. Anticipation and identification of competence and qualification needs At enterprise level: Overall competence development plan defined by the management Identification of competence needs & of way to adress them by employer and employees Example of useful tool: individual competence development plan At national or sector level: Analysis of competence needs & their evolution Development of vocational qualifications

Framework of actions 2. Recognition and validation of competences and qualifications Aim Means To improve transparency and transferability of qualifications To facilitate employees mobility To increase the efficiency of labour markets To develop means of recognition and validation To provide a system for transferable qualifications To identify links and complementarities with recognised diplomas

Framework of actions 3. Information, support and guidance Creation of information and guidance facilities for enterprises and employees, e.g. one-stop-shop facilities Importance of career evaluation Tailored to labour market developments

Framework of actions 4. Mobilising resources Joint responsability of public authorities, social partners, entreprises and employees Social partners’ shared responsability for mobilising and optimising resources Promotion of co-investment (funding, time and human resources)

Framework of actions on the lifelong development of competences and qualifications The follow-up

Framework of actions Follow-up Committment to promote the framework of action Annual reports on national actions carried out on the 4 priorities Follow-up reports in 2003, 2004, 2005 and 2006 Inclusion of new Member States in 2005 Evaluation of the impact on companies and workers presented in March 2006

Examples of good practice Framework of actions on the lifelong development of competences and qualifications Examples of good practice

Examples of good practice from Framework of actions Follow-up of Priority 1 – Anticipation and identification of competence and qualification needs Examples of good practice from Austria

Setting up of a „Qualifikationsbarometer“ Initiated and run by the Public Employment Service (AMS) Observation instrument user friendly description of qualification developments based on qualification research, analyses of job ads, expert interviews Role of the Social Partners Social Partners are represented in the decision making bodies of the AMS Strong input via the expert interviews and via the evaluation of this instrument Austria

Research-network initiated by the Public Employment Serivice (AMS) initiative to promote forecasting research and improve the networking of researchers. Measures are: publications on recent work concerning changes in qualifications and skills especially early identification and anticipation web-based information-platform as a tool of networking of researchers (documentation of relevant research-institutions, publications, events and an E-mail Newsletter) once or twice a year conferences for researchers, experts and stakeholders to present recent research Austria

FOR MORE INFORMATION http://www.forschungsbnetzwer.at/downloadpub/2010_ams_bericht_standingcommittee_2010.pdf

Examples of good practice from Framework of actions Follow-up of Priority 1 – Anticipation and identification of competence and qualification needs Examples of good practice from Finland

Measures taken at company level Finnair the definition of key competencies in four roles of business units on this basis the learning needs of individuals are identified Federation of Municipalities of Vocational Education in northern Savo training provider virtual learning environment for its personnel learning takes place in modules on the basis of training fields Finland

RECENT FOLLOW UP IN THE FRAMEWORK OF EUROPEAN SOCIAL DIALOGUE FRAMEWORK AGREEMENT ON INCLUSIVE LABOUR MARKETS 25 March 2010

COOPERATE WITH Education and training systems to better match the needs of the individual and those of the labour market

Social partners’ actions Introduce individual competence development plans; Improve transparency and transferability of competences and qualifications; Promote more and better apprenticeship and traineeship contracts.

THANKS FOR YOUR ATTENTION !