Convegno internazionale « Garantire la qualità dell’Istruzione e Formazione Professionale...

Convegno internazionale « Garantire la qualità dell’Istruzione e Formazione Professionale

Contribution: Tina Bertzeletou CEDEFOP - Senior VET expert on Quality Assurance

2 December, 2010 – Rome

From Lisbon to Europe 2020: A new decade for VET

What we doWhat 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?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

staff ca. 130 employees, many of them VE experts budget ca.18,5 mio

2

Who we are?Who we are?

From Lisbon to Europe 2020: A new decade for VETFrom Lisbon to Europe 2020: A new decade for VETTina Bertzeletou

As part of our mission to support enhanced European cooperation in VET policy development, we have made a substantial contribution to the conceptual development, design and implementation of the European tools:

the European Qualifications Framework (EQF)

the European Credit System for VET (ECVET)

Europass, the common principles and guidelines for validating non-formal and informal learning

the European Quality Assurance Reference Framework (EQARF/EQAVET)

coordination mechanisms for lifelong guidance, teachers and trainers in VET.

These tools and principles promote the transparency of education and training systems and support mobility of learners and citizens.

3

What we do ?What we do ?


'Europe 2020: a European strategy for smart, sustainable and inclusive growth‘'Europe 2020: a European strategy for smart, sustainable and inclusive growth‘( European Council June 2010)

The Europe 2020 Strategy is the strategy to go out of the crisis and prepare EU economy for the next decade

Three priority areas:

smart growth (fostering knowledge, innovation, education and digital society) sustainable growth (making our production more resource efficient while boosting our competitiveness) inclusive growth (raising participation in the labour market, the acquisition of skills and the fight against poverty)

4From Lisbon to Europe 2020: A new decade for VETFrom Lisbon to Europe 2020: A new decade for VETTina Bertzeletou

Building on Education and training 2020 and to support the Europe 2020 strategy, the European Commission's communication, 'A new impetus for European cooperation in VET to support the Europe 2020 strategy' looks to spur on reforms begun under the Lisbon strategy.

It emphasises the need to implement common European instruments and principles, encourage more adults to take up continuing training and to value better the skills and competences people acquire at work or in their lives.

Europe 2020 sets targets for education and training. Limiting the number of early education and training leavers to less than 10% (more inclusive VET). At least 40% of Europe’s 30 to 34 year-olds should attain tertiary or an equivalent level of knowledge, skills and competence (Youth on the move).

Europe 2020 sets a target for research. Improve conditions for research and development and raising combined public and private investment to 3% of GDP (Innovation Union).

Europe 2020 sets targets for employment/social inclusion. Promote social inclusion by reducing poverty, by lifting at least 20 million people out of the risk of poverty and exclusion (European platform against poverty). Raise to 75% the employment rate for women/men aged 20 to 64, including greater participation of young people, older workers, low-skilled workers and better integration of legal migrants (An agenda for new skills and jobs).

5

Europe 2020: Consolidation and deepening of Education/VET ReformsEurope 2020: Consolidation and deepening of Education/VET Reforms


EUROPE 2020 reinforces the role of VET

Youth on the move An agenda for new skills and jobs

Education & Training 2020

A new impetus for VET

New skills for new jobs initiative

Cooperation in VET2010-2020

Common objectivesShared priorities

Deliverables

A new policy frameworkA new policy framework


For VET as a main pillar of lifelong learning to become• attractive, innovative and of high quality, • easily accessible and inclusive, flexible and permeable,• comprehensive and consistent • relevant to the demands of a knowledge based economy

to help people move easily into and between jobs and

to contribute to economic development and competitiveness

Long-term strategy for reformLong-term strategy for reformShort-term actions to address urgent needsShort-term actions to address urgent needs

requires continued cooperation and monitoring of shared priorities in requires continued cooperation and monitoring of shared priorities in VETVET with clearly defined milestones and targets adjusted to the with clearly defined milestones and targets adjusted to the contextcontext


What does this imply?What does this imply?

Comprehensive qualification frameworks

Improved skills anticipation and better use of results in VET;common language between learning outcomes & job requirements

Applying European instruments consistently and coherently; developing a skills passport based on Europass; wider use of validation and guidance

Bringing partners together – wider partnerships: shared responsibilities and funding learn from models used during the crisis

Better links, coherence and synergy between education & training, employment, social and economic policies

Fostering transparency, excellence, quality and relevance of IVET and CVET through quality assurance, quality of teachers and trainers/ VET professionals and labour market relevance.


…requires well established European labour market information and intelligence

New skills for new jobs initiative: a systemic approachNew skills for new jobs initiative: a systemic approach

Every 2 years quantitative demand and supply forecasts across Europe (Cedefop)Every 2 years quantitative demand and supply forecasts across Europe (Cedefop)

Qualitative and quantitative EU-sector and cross-sector studies (DG Employment)Qualitative and quantitative EU-sector and cross-sector studies (DG Employment)

European sector skills councils foreseenEuropean sector skills councils foreseen

A European labour market …A European labour market …


According to the forecasting of future skills needs up to 2020 carried out by Cedefop in February 2010, there will be:

15,6 millions new jobs in the EU for tertiary graduates 3,7 million new jobs for secondary level graduates and 12 million jobs less for those with no or low qualifications.

Low levels of educational attainment and insufficient skills are major causes of poor labour market performance by young people and a threat to older workers and those marginalised in society who risk losing, or cannot find a job.

10

Labour market changesLabour market changes


Changing profile of the European Changing profile of the European workforceworkforce

-8

-6

-4

-2

0

2

4

6

8

15 - 24 25 - 34 35 - 44 45 - 54 55 - 64

Millions

Population

Labour force

Changes in population and labour force by age, 2010-20, EU-27+

Source: Cedefop, 2010 (IER estimates from StockMOD).

Most of the 2020 labour force already in work:

Fewer young people into the labour market less demand for initial VET

More older workers, longer working lives more demand for continuing training, up-skilling or re-training

2020 EU27+15-2410%

25-3424%

35-4425%

45-5426%

55-6415%

Labour Force EU 27+ by age groups


Too many young people Too many young people

without sufficient qualificationswithout sufficient qualifications

Eurostat, Labour Force Survey, date of extraction 18.8.2010

Population aged 18-24 with at most lower secondary education and not in further education or training, 2003-2009(% of population aged 18-24)

0

10

20

30

40

50

60

SK PL SI CZ LU LT AT FI DK SE NL BE DE HU IE CY FR EE LV EU-27

EL BG UK RO IT ES PT MT HR CH MK NO IS TR

2003

2009

EU Benchmark 2010


Key findingsKey findingsEmployment in 2020: 235 million (~ pre-crisis peak, 2008)

7 million new jobs + 73 million jobs due to replacements

Jobs becoming more knowledge- and skills-intensive

Impact of globalisation and technological change:

sectoral employment structure demand for new and different types of skills

Jobs employing highly qualified people: > 1/3Jobs requiring medium-level qualifications: ~ 1 out of 2


80 million job openings, 2010-2020

-2,000 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000

Legislators, senior officials andmanagers

Professionals

Technicians and associateprofessionals

Clerks

Service workers and shop and marketsales workers

Skilled agricultural and fishery workers

Craft and related trades workers

Plant and machine operators andassemblers

Elementary occupations

Low qualificationMedium qualificationHigh qualification

Qualification demands are risingQualification demands are rising

0

50

100

150

200

250

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

Mill

ion

job

s

Low qualifications Medium qualifications High qualifications

22% 29%

50%50%49%

15%21%29%

3

35%

Better job opportunitiesfor the better qualified


A case for adult learning …A case for adult learning …

Adult participation in lifelong learning (4 weeks prior to the survey), 2009 (% of population aged 25-64)

0

5

10

15

20

25

30

35

Participation in lifelong learning by highest educational level, 2009 (%)

4%

8%

17%

9%

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

Lower than upper secondary Upper secondary and postsecondary non tertiary

Tertiary Total

Data Source: Eurostat, LFSNotes: Data refer to the participation in the 4 weeks prior to the survey Data are provisional

Still less than 10% of the 25-64 year-olds in lifelong learning.

Source: Eurostat, Labour Force Survey, 2007

2010 EU benchmark

2020 EU benchmark


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 organization, 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 methodsadjusted to learner needs (individualized learning paths)

VETVET has a crucial role to playhas 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 entrepreneurship/capacity to manage change

workplace learning, experience abroad

Training tailored to allow all learners develop their strengths (fostering high talent and being inclusive)

VETVET has a crucial role to playhas a crucial role to play


The Eight Key CompetencesThe Eight Key Competences

1. Communication in the mother tongue

2. Communication in foreign languages

3. Mathematical competence and basic competences in science/technology

4. Digital competence

5. Learning-to-learn

6. Social and civic competence

7. Initiative taking and entrepreneurship

8. Cultural awareness and expression

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Source: http://ec.europa.eu/education/policies/2010/doc/basicpaper2004.pdf


….the ability to turn ideas into action;

includes creativity, innovation and risk taking, the ability to plan and manage projects…

a lot of projects and partnerships with NGOs etc; the overall ethos for initiative?? support for creativity, innovation?

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One of the 8 Key Competences: One of the 8 Key Competences: Sense of Initiative and Sense of Initiative and

EntrepreneurshipEntrepreneurship



Cross-curricular key competences:

Digital;Social and Civic;

Entrepreneurship; Cultural;

Learning to Learn

Key competences – teachers & learning Key competences – teachers & learning environmentenvironment

Subject A

Knowledge

Skills

Attitudes Subject B

Knowledge

Skills

Attitudes

Subject C

Knowledge

Skills

Attitudes

Subject D

Knowledge

Skills

Attitudes

Working with local community; parents; enterprises; NGOs; other schools…Learner’s experience…. And development of key competences…

20



““Learning Communities”Learning Communities”

“Learning Communities”

VisionVision:shared values;

objectives, expectations and competency

needs

LeadershipLeadership:Shared;

“tools and responsibilities for learning”

EthosEthos:Open, based on dialogue;

professional; focus on (mutual!)learning

TeachersTeachers:Informed, trusted; collaborative;

expertise valued and shared

21



Teacher are lifelong learners, too!Teacher are lifelong learners, too!

INITIAL - INDUCTION - CONTINUING

level of qualification;

theory / practice;

core skills

An opportunity!Personal, social,

professional development by

MentoringPeer support;

ExpertiseSelf-reflection

Learning needs;

Effective means;School

development

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A LLP programme coordinated by Cedefop Stay of 3-5 days in a host country (choice of 31 countries);

Group of 10-15 specialists from 7-10 different countries in Europe (out of 33 countries);

Examine a theme of education and vocational training and exchange experience in the group and with hosts;

250 study visits with about 2500 participants per year;

Apply at the National Agency of the country (2010: two application rounds);Indire, Agenzia Nazionale LLP Italia [email protected]

See http://studyvisits.cedefop.europa.eu

Study visits programme for education and Study visits programme for education and vocational trainings specialistsvocational trainings specialists


mailto:[email protected]

http://studyvisits.cedefop.europa.eu/

Group Title of the visit L Country Date

Round 2

62 Internal and external evaluation – Prerequisite for schools improvement

EN Lithuania 27/09/10 01/10/10

63 Mécanismes et instruments d’assurance qualité dans l’enseignement

FR Romanie 11/10/10 15/10/10

64 Instrumente zur Qualitätssicherung im österreichischen Bildungssystem

DE Österreich 08/11/10 10/11/10

65 How to improve quality in school education EN Germany 29/11/10 03/12/10

66 Improving quality: internal and external evaluation in autonomous schools

EN Germany 29/11/10 03/12/10

67 Needs and experiences of quality assurance in the secondary school

EN France 17/01/11 20/01/11

Study Visits:Study Visits: Quality assurance mechanisms in Quality assurance mechanisms in schools and training institutionsschools and training institutions


Round 1

195 How to implement quality management in operative autonomous schools

EN Germany 21/03/11 25/03/11

196 Quality assurance and governance in education and training

EN Netherlands 21/03/11 24/03/11

197 Autonomy of schools and responsibilities of the Czech school inspectorate

EN Czech Republic 04/04/11 08/04/11

198 Evaluation als Mittel zur Beeinflussung von Schulqualität DE Polen 11/04/11 15/04/11

199 Improving schools and education systems in Sunnhordland through cooperation

EN Norway 02/05/11 06/05/11

200 Linking activities - Strategies for quality development in general education

EN Germany 09/05/11 13/05/11

201 Improving quality in schools through external evaluation EN Germany 16/05/11 20/05/11

202 Quality in-service teacher training EN Spain 16/05/11 20/05/11

203 Quality work in education - Relations between teachers and students

EN Sweden 23/05/11 27/05/11

204 Qualitätsanalyse NRW: Erfahrungen mit externer/interner Evaluation in Schulen

DE Deutschland 23/05/11 27/05/11


Round 2

68 School evaluation for quality improvement EN Portugal 15/11/10 19/11/10

69 Improving opportunities for pupils through more effective schools

EN United Kingdom 28/02/11 04/03/11

Round 1

205 Application of educational innovation by a regional network of schools

EN France 28/03/11 01/04/11

206 Formación por competencias en Castilla y León ES España 28/03/11 01/04/11

207 Equity in educational success EN Portugal 03/05/11 06/05/11

Study Visits:Study Visits: Measures to improve efficiency in education Measures to improve efficiency in education and training institutionsand training institutions


Round 1

103 Using and improving quality assurance systems in VET EN Netherlands 22/11/10 25/11/10

Round 2

240 Supporting excellence through frameworks, instruments and tools

EN United Kingdom 02/05/11 06/05/11

Study Visits:Study Visits: Implementing common European instruments Implementing common European instruments and tools, principles and frameworks for lifelong learning and tools, principles and frameworks for lifelong learning

Quality assurance systems, frameworks and approachesQuality assurance systems, frameworks and approaches



Lifelong LearningLifelong Learning

Quality Assurance

General School EducationGeneral School Education Higher EducationHigher Education

VETVET Informal - Adult Learning Informal - Adult Learning

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Cedefop work on Quality Assurance in VETCedefop work on Quality Assurance in VET

Provision of technical and scientific support to the EU Commission for the implementation of the EQARF/EQAVET Recommendation

Comparative analyses and studies on Quality and sector related issues

Organization of events linked to Quality in VET

Co-operation with Member States, Academics and Social Partners

Virtual Community on QA in VET: http://communities.cedefop.europa.eu/quality


http://communities.cedefop.europa.eu/quality


Assuring the quality of VET systems by defining expected outcomes, A cross-country analysis in seven Member States

Quality related studiesQuality related studies

31

Quality related studiesQuality related studiesAccreditation and quality assurance in vocational education and training, Selected European approaches

Quality in VET in European SMEs A review of the food processing, retail and tourism sectors in Germany, Ireland and Greece


32

Quality in VET in European SMEs, A review of the food processing, retail and tourism sectors in Bulgaria, the Czech Republic, Romania and Slovakia

Quality related studiesQuality related studies

Quality assurance in the social care sector, The role of training


CedefopCedefopEurope 123, GR-570 01 Thessaloniki (Pylea)Europe 123, GR-570 01 Thessaloniki (Pylea)Postal address: PO Box 22427, GR-551 02 Postal address: PO Box 22427, GR-551 02 ThessalonikiThessaloniki

Tel.Tel. (30) 23 10 49 01 24 (30) 23 10 49 01 24Fax Fax (30) 23 10 49 01 17(30) 23 10 49 01 17

More information can be found on:http://www.cedefop.europa.eu/


Email:Email: [email protected] [email protected]

http://www.cedefop.europa.eu/


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