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EU Enlargement SESSION 3
Planning and programming IPA II – how to make financial assistance more strategic and coherent?
EU Enlargement SESSION 3
Investing in people – the role of education and training
EU Enlargement SESSION 3 Madlen Serban
Director European Training Foundation (ETF)
INVESTING IN PEOPLE: THE ROLE
OF EDUCATION AND TRAINING
MADLEN SERBAN, ETF DIRECTOR
IPA CONFERENCE 2013
BRUSSELS, 25 JANUARY 2013
WHAT IS THE ETF?
AGENCY OF THE EUROPEAN UNION
Vision
To make vocational education and training in the partner countries a driver for lifelong
learning and sustainable development, with a special focus on competitiveness and
social cohesion
Mission
To help transition and developing countries to harness the potential of their human
capital through the reform of education, training and labour market systems in the
context of the EU’s external relations policy
A COMPREHENSIVE, HOLISTIC AND COHERENT POLICY RESPONSE
Is key to successfully promoting education & training and employment within an integrated
growth context set by “the South-East Europe Strategy 2020: towards convergence
and growth”
Holistic means an education & training sector-wide approach and sectors such as
the labour market and economic and social policies.
Patching approaches, fragmented priorities and ad hoc initiatives do not create
systemic solutions.
EDUCATION & TRAINING AND EMPLOYMENT:
AN INTEGRATED GOWTH CONTEXT REQUIRES A HOLISTIC
AND COHERENT POLICY RESPONSE
CHALLENGES IN THE ENLARGEMENT REGION
Employment rates are low compared to the EU-27 and especially for women (between
47% in Croatia and 12.5% in Kosovo*);
Unemployment rates are high in the Western Balkans compared to the EU-27 (between
13.5% Croatia and 45.4% in Kosovo);
Young people are among the most affected by unemployment (between 16.7% Turkey
and 73% Kosovo);
Young people with VET seem to have better employment perspectives (e.g. 54% in
Montenegro, 49% in Serbia) compared to general secondary education;
Labour migration adds to skills shortages (29% in the former Yugoslav Republic of
Macedonia, 23.9% in Bosnia and Herzegovina, 5.8% in Turkey for tertiary education
graduates);
Education expenditure is rather low compared to the EU-27 (between 4.3% of GDP in
Croatia to under 4% in the other countries)
WESTERN BALKANS AND TURKEY AND EU BENCHMARKS FOR
EDUCATION, 2011
EU
27
EU 2020
objectives Albania
Bosnia and
Herzegovina Montenegro Serbia Croatia
Former
Yugoslav
Republic of
Macedonia
Turkey
Early school leavers
% of 18-24 year olds with at most
secondary education and not in
further education or training
13.5 10 39 (08) 65.1 (07) 15.5 (m)/
9.2 (f) (09) 8.5 4.1 (u) 13.5 41.9
Tertiary education attainment
% of 30-34 year olds who have
successfully completed university
or university-type education
34.6 40 17.2 (08) 24.5 20.4 16.3
Lifelong learning
% of 25-64 year olds participating
in education and training
8.9 15 2 (09) 0.1 4.3 2.3 3.4 2.9
Four-year olds in education
% participation rate (2010) 90.8 At least 95 52.7 12.2 30.9 52.3 57 24 16.5
PISA results
% of pupils with low performance
in the reading scale (level 1 or
below), (2009)
19.6* Less than 15 56.6 49.5 32.9 22.5 24.5
Sources: Eurostat, UNDP, UNESCO, OECD: Notes: (u) = unreliable, (m) = males, (f) = females
* EU average refers to the 25 EU countries participating in PISA 2009
EDUCATION & TRAINING AND EMPLOYMENT:
AN INTEGRATED GOWTH CONTEXT REQUIRES A
HOLISTIC AND COHERENT POLICY RESPONSE
Education and training leading to skills development and active citizenship,
approached from a systemic view, focusing on:
constantly improving key policy results and subsequent learning effects;
both individual/learners’ interests/aspirations and community needs for sustainable
development.
The effectiveness of public policies for education & training and employment should be
assessed in terms of their effects on better jobs and better lives for all citizens. Key to
this is “good” job creation through economic growth.
The policy - “the country strategy that reconcile numerous country strategies addressing
human resources development” will be successful if:
focuses on a small number of key strategic elements,
deploys them in a coordinated way,
builds the capacity of those responsible for implementation,
persists with the process over time, and
monitors and learns in terms of actual results and effective practices.
An effective and complete policy making cycle is highly recommended.
Building multilevel governance systems is a prerequisite.
EDUCATION & TRAINING AND EMPLOYMENT:
AN INTEGRATED GOWTH CONTEXT REQUIRES A
HOLISTIC AND COHERENT POLICY RESPONSE
WHAT’S NEXT?
The ETF will continue to lead the work on evidence-based policy making in human
resources development, and support
the enhancement of policy dialogue; and,
the effectiveness of policy learning
by empowering institutions to carry out their roles and responsibilities.
The FRAME project (at the request of DG ELARG) brings further opportunities
7
Skills are at the centre:
Which skills should the country develop by 2020,
and how can they be generated in the education and
training system? - FORESIGHT
Evidence-based(e.g. current situation,
key data, progress reports)
Anticipation (national and
international, territorial and
sectorial forecasts of demand
and supply)
Drivers of change(e.g. FDI, technical innovation,
industrial restructuring, social
inclusion)
Education and training policy
in a lifelong learning
perspective (VET and higher
education)
Enlargement
AgendaCopenhagen process
EU 2020 strategy
SEE 2020 strategy
Mapping strategies
(existing national strategies
making reference to skills), to
promote coherence between
social, economic and other
policies
2020 vision
for
skills
Together with the Regional Cooperation Council and other international actors, the ETF
will continue to support related human resources development policies systemically, and
will facilitate knowledge sharing, mutual learning and policy dialogue, at both regional
and European levels.
A shared vision for skills 2020 and improved partner country capacities in planning,
designing, implementing, monitoring, evaluating and reviewing evidence-based
policies in education & training and employment will strengthen country’s capabilities to
negotiate their needs, make EU financial assistance more strategic and coherent and
improve the impact and effectiveness of development and cooperation aid.
WHAT’S NEXT?