Response to
Europe's skill challenge
Eleonora Schmid, Cedefop
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.)
Gathering
information
Analysis
Sharing
expertise
Evidence based policy
making
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
20-64 yearolds
< 10% leaving early
≥ 40% of 30-34 yearolds tertiary education
or equivalent
3% of EU’s
GDP
20/20/20
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
Growth and uncertainty: sectors
Uncertainty
Low
Growth rate 2010-2020
High
High
Low
Pharmaceuticals
Mechanical Engineering
Motor Vehicles
Construction
Distribution
Hotels & Catering
Land Transport etc
Air Transport
Insurance
Education
Health & Social Work
Manufacturing nes
Water Supply
Retailing
Water Transport
Communications
Banking & Finance
Computing Services
Professional Services
Other Business Services
Miscellaneous Services
Oil & Gas etc
Food, Drink & Tobacco
Wood & Paper
Printing & Publishing
Chemicals nes
Rubber & Plastics
Non-Metallic Mineral Product
Basic Metals
Electrical Eng. & Instruments
Electricity
Agriculture etc
Coal
Other Mining
Textiles, Clothing & Leather
Manufactured Fuels
Metal Goods
Electronics
Other Transport Equipment
Gas Supply
Public Administration &
Defence
Source: Cedefop forecast 2012
Mathematics, science and technology.
Tertiary graduates (ISCED 5A,5B and 6) in, EU-27,
2000-2010 (thousands)
Trend towards higher qualification levels continues
…but still high demand for medium level qualifications
mi l l i on jobs
45
High
40
Medium
Low
35
30
25
20
15
10
5
0
2010
2020
Legislators,
senior officials
and managers
2010
2020
Professionals
2010
2020
Technicians
and associate
professionals
Source: Cedefop country workbooks (2012)
2010
2020
Clerks
2010
2020
Service shop
and market
sales workers
2010
2020
Skilled
agricultural
and fishery
workers
2010
2020
2010
2020
Craft and
Plant/machine
related trades operators and
workers
assemblers
2010
2020
Elementary
occupations
Expected developments in the Danube region (2020)
1 Legislators, senior officials
and managers
25.0%
9 Elementary occupations
20.0%
2 Professionals
15.0%
AT
10.0%
8 Plant and machine operators
and assemblers
5.0%
3 Technicians and associate
professionals
BG
DE
HU
0.0%
RO
SK
7 Craft and related trades
workers
6 Skilled agricultural and fishery
workers
4 Clerks
5 Service workers and shop
and market sales workers
EU27
Potential impact of green policies on skills
13-16 May 2012
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
A comprehensive skills strategy
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)
Young VET graduates more likely to find a suitable job match
Duration of the first job (of over 3 months, 25-29 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.
11
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)
European tools
and principles
Labour market,
Further studies
Career development
Certification
for further
qualification
Validation of
learning
outcomes
Formal learning
programme
Qualifications,
credits,
work experience
Loukas Zahilas
Further work
experience
and learning
Guidance
Common EU
tools
empower people
through focus on
learning
outcomes
Loukas Zahilas
14
Employment
package
Guidelines for the
employment
policies
of the Member
States
Education
and training
2020
An agenda
Adult learning
agenda
Rethinking
for
education
new skills and jobs
Bruges Communiqué
Strategic objectives for
VET 2011-20
Short-term deliverables
Council recommendations, resolutions, conclusions
Lifelong learning programme
European Structural funds
Data and results ONLINE
Look for
at www.cedefop.europa.eu
Thank you for your attention
More information:
www.cedefop.europa.eu
Country B
Country A
EQF Level 8
Q
NQF/
NQS
EQF Level 7
NQF/
NQS
Q
EQF Level 6
Q
NQF/
NQS
EQF Level 5
Q
NQF/
NQS
NQF/
NQS
Q
EQF Level 4
EQF Level 3
Q
NQF/
NQS
Loukas Zahilas
EQF Level 2
EQF Level 1
NQF/
NQS
Q
18
STD13 Partnerships for creativity and innovation (C&I)
Skills competition(s)
C&I competitions open to VET learners and institutions
C&I as an underlying principle in VET
C&I clusters involving VET providers
Innovation strategy including VET
Guidelines encouraging partnerships for C&I in VET
Cooperation to develop learning methods in VET fostering C&I
Knowledge exchange platforms for C&I involving VET providers
Incentives for C&I partnerships including VET providers
Number of EU + countries
Candidate
countries
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 in place by 2010 and not changed  in place by 2010 and adjusted since
 put in place since 2010  preparing for implementation  no action reported on
Source: Cedefop (based on ReferNet) and ETF
22 October 2012
DGVT Cyprus