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04/19/23
In the finishing straightFrom Copenhagen to Bordeaux
Cedefop’s progress analysis: main findings
Aviana Bulgarelli, Director
22
Continuation Maastricht – Helsinki – Bordeaux
In line with Lisbon Strategy
• Education and training work programme 2010, updated strategic framework • New Social agenda
More than 50% upper secondary graduates come from VET in half of the EU
But: participation and retention in VET varies
National priorities and progress areas match European priorities
33
Graduates from upper secondary pre-vocational and vocational streams, as percentage of the total number of graduates in upper secondary education (ISCED 3), 2006
Source: Eurostat, Extraction date May 2008
From 80% to less than 15% IVET graduates at upper secondary level
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
CZ SK AT RO SI IT NL FI LU DE BE SE FR DK IE ES BG PL GR MT PT LV EE HU LT CY UK HR M TR IS LI NO JP
% G
radu
ates
2000 2006
44
Demographic change means fewer VET graduates
Source: Cedefop 2008, based on Eurostat dataNote: Baseline variant/constant graduation rates 2006 (000s)
Projected number of VET graduates aged 15-24, by ISCED level, EU, 2005 - 2030
55
But forecasts expect high need for medium level/vocational qualifications
Source: Cedefop, 2008
Employment trends by level of qualification (in millions, %), 1996-2020, EU-25
66
Red thread:
• National qualifications frameworks• More systemic VET reforms − learning outcome orientation• Improving quality of VET-result management• Different policy mixes including European tools, principles and
mechanisms, mainly
Guidance and counselling
Validation of non formal and informal learning
What distance have we come since Helsinki?
77
Implementing the EQF − key challenges Referring qualifications levels to the EQF in a way which can be
judged and trusted by others − mutual trust is key to successful implementation of the EQF
Underpinning EQF/NQF developments by quality assurance at all levels and stages
Seeking to overcome barriers between education and training sectors and to improve access to and progress in learning
Applying the learning outcomes approach in a transparent and coherent way
88
Learning Outcomes
Qualifications NQFStandards
Assessment
Teaching methods
Curricula
LearningCredits
Validation
From mobility to crucial reforms (impact of learning outcomes based approach)
99
Increasing attention to equity Access for all = guiding principle (strategies, laws) and retention
Targeted support for vulnerable groups
Early school leavers, students with special needs, disabled, learners from disadvantaged background, migrants and ethnic minorities, older workers Examples
From tailor-made training to inclusive education
Some countries extend compulsory education or training – right/duty
Several countries are re/introducing apprenticeship or alternance training
Combined policy measures: in particular guidance and counselling – even if need for improvement expressed in several reports
European tools are part of these policies
What distance have we come since Helsinki?
1010
But some countries manage better than others
Participation of older workers and low skilled in lifelong learning, 2007
Source: Eurostat, LFS 2007
1111
What distance have we come since Helsinki?
Lifelong learning through VET – high on countries’ agenda
Variety of more flexible pathways
• Linking initial VET, continuing VET and higher education: structures more open
• Expansion of post secondary and tertiary VET• IVET - CVT coherence• Modularisation and double qualifications – generic skills• Broadening access to and strengthening the quality of guidance • NQF perceived as opportunity to improve flexibility• Facilitating recognition of prior learning
1212
Improving quality – a key for mutual trust and attractiveness of VET
• Quality assurance mechanisms:
in line with CQAF - EQARF; national reference points, peer reviews, Leonardo da Vinci projects
self-assessment plus external assessment-output control, efficiency monitoring, inspections, accreditation
• Focus on overall quality in VET:emphasis on redesign of programmes, curricula, creating educational/occupational standards; involving stakeholdersChallenges:
• organisational/governance (limited funding and HR, missing competent bodies and evaluation standards, too many actors; understanding of all actors)
• different approaches, e.g. IVET, CVT; VET-HE
• QA as a tool not as an end in itself-risk to focus only on procedures
1313
Understanding VET teachers and trainersas a key to quality, change and mobility
• Towards a strategic vision on their roles and professional development needs − more consistent pre-and in-service training
• Common concerns:– making teachers fit for new roles and teaching methods to meet
more diverse specific learner needs and intercultural competences– keeping their competences up to date with technological change and
working practices– raising attractiveness of the profession– language skills for mobility (their own and those of learners)
Despite progress in some countries, trainers still “neglected”
1414
VET and the labour market: strengthening links
• Labour market actors, particularly with sectors and social partners, more involved in VET decision-making, governance, management and provision, e.g.
– designing VET policies, programmes, qualifications and standards, assessing skills and competences, validation of qualifications, quality assurance
– regional, sectoral councils;
– anticipating labour market needs
– financing VET, managing funds and providing CVT
• More emphasis on apprenticeship, workplace learning/ placements for students and teachers
Concerns
• Lack of training places, employers not always ready to participate in programme design and delivery (apprenticeship and alternance), invest (more) in CVT
• Foreign language skills to increase competitiveness and mobility
1515
0
10
20
30
40
50
60
DE UK AT DK NL IT FR EU LU LT FI ES MT BE PL SI SE HU LV PT BG CZ GR CY RO EE SK NO
% o
f en
terp
rises
30% of enterprises provide training to young people
Source: Eurostat, Extraction date May 2008
0
20
40
60
.10-49 50-249 250<
Percentage of enterprises providing IVT by size of enterprise, EU 2005
%
Number of employees
Percentage of enterprises providing IVT
1616
Continuing vocational training
UK
SE
FI
SI
RO
PT
PL
AT NL
HU
LU
LT
LV
IT
FR
ES
GR
EE
DE
CZ
BG
BE
0
10
20
30
40
50
60
70
0 10 20 30 40 50 60 70Participants in CVT courses as a % of employees, 1999
Pa
rtic
ipa
nts
in C
VT
co
urs
es
as
a %
of
em
plo
ye
es
, 20
05
Growing participation
Decreasing participation
Some countries are catching up, while participation
is going down in previously high performing countries
1717
Enterprises invest less in CVT
Source: CVTS, Eurostat.Note: 1999 = EU-25
2.3
1.5
2.42.5
1.6
1.1
1.4
1.9
0
0.5
1
1.5
2
2.5
3
total 10_49 50_249 ge_250
Expenditure as % of labour costs
1999 (CVTS2) 2005 (CVTS3)
1818
VET and the labour market Activities to anticipate skill needs
• Efforts in most countries • Lack of coordination need for more systemic
approach
• Challenge: transfer and implementation to policy and
practice • National approaches differ
European approach and coordination
New Skills for New Jobs
1919
Governance and fundingfor better quality and efficiency
• Continued trend: widening inter-institutional cooperation, multistakeholder partnerships and strengthening local decision making and provision
• Institutional autonomy for VET providers, restructuring for wider offer, synergy, e.g. IVET and CVET
• Growing need for accountability − funding more and more linked to achieving specific objectives, targets
• Reducing regulation to management by results
Challenges:
• Balancing national frameworks and decentralised provision, central control and local autonomy − recentralisation patterns
• Coordinating policies and practices developed by different bodies or actors, often at different levels
• Sufficient financial/expertise to implement VET policies (EU-12)
2020
Evident responses to access and financing
• National policies calling for shared responsibility between State, employers/enterprises and individuals
• Policy instruments: tax incentives, vouchers, learning accounts, saving accounts, often combined and sectoral
training funds
2121
Growing awareness for need of better evidence
• Modern flexible VET – a challenge for statistical infrastructures
• Better data for VET – trend towards register-based statistics at national level
• National statistics do not always consider EU dimension
• Initiative to develop indicators on VET outcomes
• 10 Member States see need for revision of current EU targets and benchmarks
• 11 Member States, Norway, Iceland and Turkey favour extending
and adding new benchmark for VET
2222
VET beyond 2010 – continuity
• ….and consolidation - more time to implement policies and common tools through reinforced policy learning (e.g. peer learning);
• More cooperation across educational levels – blurring boundaries – linking Copenhagen and Bologna (EQF/NQF, ECTS, ECVET)
• Quality assurance - balance between trust and control; = a tool but not an end in itself;
• Competence measurement/assessment
• VET policy making based on more solid ground – better and more systematic data on VET and more cooperation in research
2323
VET beyond 2010 – arising questions
• From hierarchical education and training systems to more flat hierarchy – how will new lifelong learning system unfold?
• Clarify the role of VET in society: can it attract and cater for high achievers and be “all-inclusive” at the same time?
• Focus on teachers and trainers – can they bejack-in-all- trades?
• Look more into the content and methodology of VET
Keep pan-European focus and “soft open method of coordination approach” for VET as pull effect for development in countries
2424
Cedefop’s flyer for Bordeaux
Introduction1. Progress in development of European tools
►EQF, Europass, Validation, ECVET, Quality assurance
2. National priorities and challenges ►Supply of VET graduates now and in the future ► Future skill needs ► CVT – participation and investment ► Equity – VET for all
► Monitoring progress, benchmarks3. VET beyond 2010
2525
From Copenhagen to Bordeaux
Agora conference to discuss the findings of Cedefop’s report and
the Bordeaux priorities
Cedefop, Thessaloniki 16 – 17 March 2009
Thank you very much for your attention !
Cedefop’s policy analysis team:
Manfred Tessaring Maria HrabinskaGyuri Ispanky Patrycja LipinskaIrene Psifidou Eleonora Schmid