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CEDEFOP: Skills, Qualifications, Employability HOW CAN AN EU AGENCY SUPPORT A

BETTER PERFORMANCE WITH ESF FUNDING

The Result Orientation: Cohesion Policy at work, 16 & 17 June 2016, Sofia

Joachim James Calleja, Cedefop Director

E-mail: Joachim.James.Calleja@cedefop.europa.eu

European diversity – bridging the gap

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• Human capital development • Social inclusion • Employability

The Result Orientation: Cohesion Policy at work, 16 & 17 June 2016, Sofia

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Learning together

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Working together

Vision:

Strengthen European cooperation in VET and support the Commission, Member States and social partners in designing and implementing policies for world-class and inclusive VET that provides skills and qualifications relevant for working lives and the labour market. Governing Board:

3 members/Member State (government, employers and employees) + 3 Commission representatives meets 1x/year Bureau

Provide new knowledge

and evidence

Analyse and monitor policy developments

and trends

Act as knowledge broker for countries and stakeholders

Shaping, valuing and informing VET Cedefop

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Early School Leaving (18-24) Europe 2020 10% at most

HE Attainment (30-40) Europe 2020 40% at least

Europe 2020 targets

Education & Training 2020 ET 2020 - 4 strategic objectives:

Making LLL and mobility a reality

E&T quality and efficiency

Equity, social cohesion, active citizenship

Creativity and innovation

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2015 Riga conclusions Member State action

Promote work-based learning in all its forms (especially apprenticeships)

Further develop quality assurance, feedback loops between LM outcomes and VET provision

Enhance access to VET and qualifications for all through flexible and permeable systems (integrated guidance services, validation)

Strengthen key competences in IVET & CVET

Introduce initial and continuing professional development of VET teachers, trainers and mentors

VET deliverables

2015-2020

(Implementation at

national level)

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Country specific support to help implement reforms (ET 2020 working groups; with Cedefop & ETF assistance)

Steering European Alliance for Apprenticeships

Further develop and implement European tools in a coherent and integrated way

Monitor and analyse progress in VET (Cedefop & ETF)

Support mobility of VET learners and staff (Erasmus+; ESIF; etc)

Support of VET initiatives through ESF at national level (including use of European Semester – CSR)

VET policy

implementation

EU level

support

2015 Riga conclusions EU level action

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The New Skills Agenda (2016)

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Ten actions to help equip people in Europe with better skills

1. Skills Guarantee

2. European Qualifications Framework

3. Digital Skills and Jobs Coalition

4. Blueprint for Sectoral Cooperation on Skills

5. Skills Profile Took for Third Country Nationals

6. Europass Framework

7. Making VET a first choice

8. Recommendation on Key Competences

9. Graduate tracking

10.Brain Drain The Result Orientation: Cohesion Policy at work, 16 & 17 June 2016, Sofia

Monitoring Impact: the case of QFs

Communication/Transparency

Transformation/Reform

Starts from existing ET system Starts from a vision of the future ET system

Incremental change Reform and transformation

Tool for change

Driver of change

‘Bottom-up’

’Top-down’ Statutory/Regulatory Voluntary

Providers have central role

Providers included among stakeholders

Loose

Tight

Too simplistic to categorise QFs as either aiming for transformation or communication; European experiences show a mix and an interaction between these two extremes.

The Result Orientation: Cohesion Policy at work, 16 & 17 June 2016, Sofia 10

Measuring impact: the case of EQF • In 2004/2005 four European countries had established NQFs

• In 2016 all 39 countries cooperating on the EQF had set up qualifications frameworks, adding up to 43 NQFs

• At the beginning of 2016, 23 of these QFs were considered (by Cedefop) as partly (6) or fully (17) operational. Fully operational QFs are defined as:

– having completed conceptual and technical design and development

– having completed legal adoption

– including all and/or a significant proportion of the qualifications in the country

– being visible and accessible to all main stakeholders and to the general public

The Result Orientation: Cohesion Policy at work, 16 & 17 June 2016, Sofia 11

Verifying impact: the case of the Copenhagen Process

When looking at a decade of developments impact can be observed in the following areas:

• The shift to learning outcomes

• Stakeholder involvement

• Validation of non/formal and informal learning

• Bridging institutions and sectors of education and training (permeability)

• Recognition of qualifications

• Institutional change and reform

• Mobility

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EU policies

& tools

and the

impact on

the use of

EU funding

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More information

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www.cedefop.europa.eu

The Result Orientation: Cohesion Policy at work, 16 & 17 June 2016, Sofia

Thank you for your attention

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The Result Orientation: Cohesion Policy at work, 16 & 17 June 2016, Sofia