European and Global cooperation in Vocational Education and Training (VET)
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1 European and Global cooperation in Vocational Education and Training (VET) presentation at the IVETA International Conference, 19 to 24 August 2014, Helsinki (Finland), St. Petersburg, (Russian Federation) Joao SANTOS, Deputy Head of Unit Directorate General for Education and Culture Unit B2, Vocational training and adult education; Erasmus+
2 Content of presentation 1. European VET policy framework 2. European Agencies supporting VET 3. ERASMUS +, EU financial support to VET 4. EU Development cooperation and VET 5. VET internationalisation mapping study 2
3 European VET policy framework 3
4 Features of VET systems in the EU Initial VET typically at upper secondary level. Around 50% of students in upper secondary education. Age between 15 and 19 Continuous VET labour market oriented training for adults Governance structure - with involvement of social partners (employers, trade unions) in different bodies (committees, councils, etc.) Systems varying degrees of school-based and work-based learning Availability - Usually well-developed network of VET providers Orientation Aims to provide skills for jobs, but also for personal development and social inclusion 4
5 Participation rates in VET Students enrolled in vocational upper secondary education, 2010, as a % of all students enrolled in upper secondary education (ISCED level 3) 5
6 Systemic challenges in EU VET systems Large differences between VET systems across EU countries (very well developed in some countries) Low attractiveness VET often regarded as a second choice option for young people (exceptionally is also first choice) Quality and relevance to labour market needs sometimes questioned (skill mismatch). Low levels of work-based learning difficult to involve companies in providing training (EAfA aims to address problem) Low levels of international mobility when compared to higher education Early leaving from VET 6
7 Work-Based Learning is still an exception Proportion of VET students enrolled in combined work- and school-based VET, as a % of all students in upper secondary VET (2010) 7
8 European VET policy framework Legal basis Lisbon treaty Art. 165 & 166 CEDEFOP provides evidence and expertise Copenhagen process Framework for European VET policy Coordination (28 EU MS + EEA + Candidate Counties) Political context EU2020 and ET2020 Coordination and Advisory bodies DGVT ACVT Social partners involved in the political process ETF supports the VET reforms in 30 partner countries EuropeAid supports TVET and Skills, in EU Development Cooperation 8
9 The Copenhagen process Political process 33 countries participating together with social partners and Commission to agree on common goals and objectives; inspiring national reforms fitting within E&T 2020 and Europe 2020 Developing common tools Common frameworks and tools; transparency and quality of competences and qualifications, facilitating mobility (e.g. Europass, EQF, ECVET, EQAVET) Fostering mutual learning Supports cooperation, peer learning, sharing ideas, experience and results, evidence based policy making (e.g. OMC WG on VET) Involving stakeholders Enables their contribution to common goals 9
10 VET Governance and Partnerships Coordination/Advisory bodies Directors General for VET Advisory Committee on Vocational Training Agencies supporting VET policy Cedefop ETF Social partners, EEA member countries, and EU Candidate countries closely involved in the political process (Communiqués, monitoring, etc.) 10
11 Vision VET in 2020 Agreeing on common goals and objectives Inspiring and mobilising for national reforms Bruges Communiqué EU 2020 VET agenda 11 Strategic objectives Attractiveness, excellence, flexible access, internationalisation and mobility, innovation creativity and entrepreneurship (use of ICT), Inclusive I-VET and C-VET, and transversal objectives. Short term deliverables ( ) 22 Deliverables at national level supported by actions at EU level (review under-way and new STD for being defined) Governance MS ownership, EU2020 Country Specific Recommendations, official bodies, role of Cedefop and ETF, international dimension, cooperation with VET provider organisations 11
12 Upcoming Bruges Review (2015) September Cedefop in cooperation with ETF present the VET monitoring report (progress on the short term deliverables ) Early Review and definition of VET priorities, as well as a new set of STD for Mid 2015 Communiqué (Riga) update of Bruges Communiqué linking VET priorities with EU2020 and ET2020 strategic frameworks Review will be based on the progress between , as well as recent policy initiatives: e.g. Rethinking Education, EAfA, European Area for Skills and Qualifications, ECVET and EQAVET evaluations and consistent with the European Semester (CSR) 12
13 Upcoming Bruges Review (2015) CEDEFOP/DG EAC Conference on Building European VET Time to move on September 2014, Thessaloniki, Greece Four themes for discussion VET and innovation: partnerships, skills, teachers and trainers, regional innovation strategies Key competences for the labour market: mix of job specific and general skills, STEM, Transversal skills, role for teachers and trainers Monitoring labour market outcomes to improve VET provision: data collection, monitor LM outcomes, feedback loop, policy response Using incentives effectively in VET: financial and non-financial incentives to prevent or reduce early school leaving, continue studies in VET, incentive employers to engage in apprenticeships 6
14 VET - possible focus in (?) General priorities raised by stakeholders Quality and labour market relevant VET - work-based learning, key competences, guidance, monitoring of VET outcomes Lifelong learning perspective in VET - flexible learning pathways, permeability, validation, mobility and recognition Excellence in VET for growth and innovation - entrepreneurship, higher VET, partnerships, centres / poles of excellence Inclusive VET - combatting early leaving, coherence between VET and employment policies, reaching out to groups at risk Empowering teachers and trainers - relevant and effective initial and continuing professional development, ICT and innovative learning Use of ICT based innovative tools aimed at modernising VET. From MOOCs to work-place simulations, and flipped classrooms, etc. Mobility of educators and learners not as an objective in itself, but as a means for modernisation and innovation in VET systems 14
15 European Agencies supporting VET 15
16 CEDEFOP European Centre for the Development of EU Agencies Vocational for VET Training (Cedefop) Since 1975, in Thessaloniki, Greece Mission: To strengthen European cooperation and support the European Commission, Member States and social partners in designing and implementing policies for an attractive VET that promotes excellence and social inclusion Focus on EU Member States 16
17 CEDEFOP European Centre for the Development of Vocational Training (Cedefop) Current Medium term priorities ( ) Supporting modernisation of VET systems Careers and transitions continuing VET, adult and work-based learning Analysing skills and competencies needs to inform VET provision 17
18 ETF European Training Foundation EU Agencies for VET (ETF) Since 1994, in Torino, Italy; Mission: Supports 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 Work focused on 30 partner countries (non-eu): Enlargement region, Neighbourhood region, Central Asia 18
19 ETF EU Agencies for VET European Training Foundation (ETF) Current strategic objectives of ETF ( ): Reinforce evidence-based VET policy analysis Modernise VET systems in a lifelong learning perspective Increase the relevance of VET provision in respect of labour market, economic and social cohesion. 19
20 ETF leading The Torino process South Eastern Europe and Turkey: Albania, Bosnia and Herzegovina, Kosovo*, former Yugoslav Republic of Macedonia, Iceland, Montenegro, Serbia, Turkey Eastern Europe: Armenia, Azerbaijan, Belarus, Georgia, Republic of Moldova, Ukraine and Russia Southern and Eastern Mediterranean Algeria, Egypt, Jordan, Lebanon, Libya, Morocco, Palestine **, Syria, Tunisia and Israel Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan *This designation is without prejudice to positions on status, and is in line with UNSC 1244 and the ICJ Opinion on the Kosovo Declaration of Independence ** This designation shall not be construed as recognition of a State of Palestine and is without prejudice to the individual positions of the Member States on this issue. 20
21 ERASMUS +, EU support to VET 21
22 ERASMUS+ Targets Overall budget Overall mobility opportunities Higher education Vocational education and training students Staff mobility Volunteer and youth exchange schemes Master's degree loan guarantee scheme Joint Master Degrees 14.7 billion More than 4 million people Around 2 million students Around 650,000 students Around 800,000 lecturers, teachers, trainers, education staff and youth workers More than 500,000 young people Around 200,000 students More than 25,000 students 22
23 ERASMUS+ Financial distribution Breakdown of Education and Training budget by sectors 23
24 ERASMUS for VET Main objectives in the field of VET The supported activities will focus on common priorities to Europe 2020 Strategy and to Education & Training 2020 framework, in particular: Links between VET and the world of work VET s contribution to regional economic development Quality assurance 24
25 ERASMUS+, KA VET priorities KA2 - Strategic Partnerships aim to support the development, transfer and/or implementation of innovative practices as well as the implementation of joint initiatives promoting cooperation, peer learning and exchanges of experience Organisations from non-programme countries can participate (not apply) if participation clearly brings added-value to the proposal (e.g. Ukraine firms highly-specialised in rocket technology) 25
26 ERASMUS+, KA VET priorities VET specific priorities : 1. High quality VET with a strong work-based learning component 2. Increasing the labour market relevance of VET provision and reducing skills mismatches (including stable partnerships) 3. Increasing transparency and mutual trust between VET systems, implementing ECVET and EQAVET recommendations 4. Promoting easily accessible and career-oriented continuing VET 5. Supporting the development of skills and competences of teachers and trainers 26
27 Targets Strategic Partnerships Around 25,000 linking together schools, vocational education and training institutions, higher and adult education institutions, youth organisations and enterprises Knowledge Alliances Sector Skills Alliances Schools More than 150 set up by 1500 higher education institutions and enterprises More than 150 set up by 2000 vocational education and training providers and enterprises More than 200,000 teachers collaborating on line involving more than 100,000 schools through e-twinning 27
28 EU Development cooperation and VET 28
29 EU Development cooperation in VET TVET and Skills Development in EU Development Cooperation The Technical Cooperation programmes of the European Commission have historically supported the development of human resources including TVET and SD, in addition to supporting basic education for all. TVET and SD are connected to technical training and education, workplace training and lifelong learning and ultimately, to labour market entry. A skilled workforce sustains countries productivity growth that boosts the creation of more and better jobs and reduces unemployment and poverty. 29
30 EU Development cooperation in VET Thematic areas of EU support for TVET and Skills Development TVET policy and systems TVET access to target groups Sectoral Training Active Labour Market policy and Measures Informal Economy 30
31 EU Development cooperation in VET The study (T)VET and skills development in EU development cooperation 2012 : objectives 1. To provide a comprehensive view of VET and SD across the EC s Development Cooperation with partner countries 2. To support recommendations and best practices through: A mapping and analysis of the state of play of VET and Skills Development actions and reforms in the EC Development Cooperation A review of the VET & SD reform in selected countries A review of approaches to VET Technical Cooperation by the main development partners 31
32 EU Development cooperation in VET European Commission TVET and Skills Development interventions in EU Development Cooperation ( ) Region European Neighbourhood and the Middle East Sub-Saharan Africa Latin America & the Caribbean Countries 6: Egypt (2), Jordan, Morocco, Armenia (3), Georgia and Moldova 6: Benin, Botswana, Ivory Coast, Guinea, Gabon and Niger 4 Argentina, Peru, Dominican Republic and Guyana Number of Projects Amount in EUR by region , , ,60 Asia, Central Asia & the Pacific 8: China, Bangladesh, Pakistan Kazakhstan and Mongolia Solomon, Vanuatu, New Caledonia ,12 Total: 4 regions 24 countries 32 Projects ,61 32
33 EU supporting VET reforms (ENP) European Neighbourhood Policy (ENP) : the most funded countries Morocco Algeria Tunisia Libya Egypt Israel Palestinian Authority (1) Jordan Lebanon Syria Armenia Georgia Azerbaijan Ukraine Republic of Moldova Belarus (1) This designation shall not be construed as recognition of a State of Palestine and is without prejudice to the individual positions of the Member States on this issue 33
34 Development and Cooperation - EuropeAid Geographical coverage and Financial Instruments TVET and SD in EU Development Cooperation DCI EDF DCI 34
35 Key Recommendations Development Cooperation linked to the EU VET approach and experience (Bruges-Copenhagen process and related tools) Associate stakeholders Reinforcing the demand side Focus on sectors and innovation for future needs Gender equality and empowerment of women Include vulnerable and the marginalised groups Simplify financial instruments, organisation and management Avoid duplication of interventions with other donors Focus on delivery (quality and access of VET) Anchor VET reforms to legal frameworks Communicate results: not just visibility 35
36 Key Conclusions EU the most important development partner for VET and SD EU support is crucial in most countries Coherence of intervention with the contribution of all the expertise available in EU (Commission, ETF, Cedefop, Eurofound, MS) Reinforce dialogue and participation of social partners Strengthen demand side through ALMP and institutions EU has provided direction to national efforts and added value to the other donors interventions Changes in VET require time and persistence Need of more attention/resources to topics like inclusion of vulnerable groups and informal economy 36
37 VET internationalisation mapping study 37
38 Benefits - international cooperation for EU VET Benefits for VET from International cooperation : 1. VET Policy making evidence based policy making 2. VET providers modernisation exchanges, mutual learning 3. Economic operators, educators and individual learners openness, exposure, understanding, experience, cooperation Improves ATTRACTIVENESS - by appealing to young learners looking for jobs with global outlook. Improves employability. Improves EXCELLENCE - by stimulating modernisation and reform, evidence based policy making, exposure of learners and educators through mobility 38
39 Globalisation Explore new markets About 30 million jobs in the EU depend on trade with the rest of the world. In the Commission's contribution to the European Council in February 2013, it is mentioned that: Trade is an essential lever in our strategy to boost growth and jobs in the EU. In the future, 90% of worldwide growth is expected to be generated outside Europe. Grasping the opportunities offered by these external sources of growth will be critical for the future dynamism and sustainability of our economy". 39
40 Mapping study on VET internationalisation Background of the mapping study on 'Building knowledge on international cooperation in VET : The Lisbon Treaty Art "The Union and the Member States shall foster cooperation with third countries and the competent international organisations in the sphere of vocational training". Bruges communiqué: As players on the global education market, national VET systems need to be connected to the wider world in order to remain up-to-date and competitive Develop a strategic approach to the internationalisation of i-vet and c-vet and promoting international mobility 40
41 Mapping study on VET internationalisation Objective of study (to be completed December 2014): Provide an illustrative mapping of the state of play of existing policy measures and practices implemented by EU/EFTA countries. Preliminary findings: Some member states have a clear international dimension to their VET policies, which usually takes one of the following forms: 1. Policy dialogue at strategic level, 2. Bilateral cooperation between VET institutions leading to VET delivery and capacity-building. 3. Outbound and inbound student and teacher mobility 4. Establishment of VET institutions abroad 41
42 Mapping study on VET internationalisation Interesting examples of actions at Member State level: imove programme in Germany - supporting German VET providers for international competition in VET, mainly in Asian countries US-Denmark partnership on VET - provides funding for student and teacher mobility, partnerships for curriculum development, etc. France s initiative on Technical teachers without borders aimed at encouraging teacher and trainer mobility Austria s MODUL Service Platform - projects VET for tourism sector, with China and Iran; offers advice in setting educational institutes, develops curricula, enhances quality, plans for regional development German-Thai dual excellence programme - involving BMW, Bosch, B.Grimm). Offers students 2 year dual VET programme. Assures quality standards, adjusts curricula for mechatronics, trains the trainers etc. 42
43 Strengthening EU VET internationalisation FOR DISCUSSION - Possible future actions at EU level? Global cooperation in VET Establish strategic partnerships on VET - increase strategic cooperation and support evidence based policy making - by establishing a VET dimension in EU cooperation with international/ regional organisations (e.g. UNESCO, OECD, WB, ASEM, ILO, etc.) and countries with excellent VET systems (Australia, Singapore, etc.), Internationalisation at home - improve our VET curricula in the EU (at home), by improving understanding of globalisation and proving skills for companies that operate at a global level (studies show that 90% of world growth will occur outside the EU in the next 10 years), Strengthen links between the EU internal and external dimension - increase the synergy between our "domestic EU" VET agenda and our foreign policy action Stimulate mobility of learners and educators - mobilise MS to further develop mobility of learners and teachers. Some MS are already strongly investing in mobility even without the support of ERASMUS+ funds. EU can support "peer learning" from these experiences. 43
44 More information at: Joao SANTOS, Deputy Head of Unit Directorate General for Education and Culture Unit B2, Vocational training and adult education; Erasmus+
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