vet & globalisation: trends, challenges, success stories in europe
DESCRIPTION
VET & Globalisation: Trends, challenges, success stories in Europe. Tom Leney International Research and Strategy QCA [email protected]. EU/India Nov 2006. Theme 1 Globalisation and skills. EU/India Nov 2006. GLOBAL DRIVERS – 8 DIMENSIONS. The unpredictable global economy ** - PowerPoint PPT PresentationTRANSCRIPT
VET & Globalisation: Trends, challenges, success stories
in Europe
Tom LeneyInternational Research and [email protected]
EU/IndiaNov 2006
EU/IndiaNov 2006
Theme 1Globalisation and skills
EU/IndiaNov 2006
GLOBAL DRIVERS – 8 DIMENSIONS
• The unpredictable global economy **– Global/local factors in anticipating skill needs **
– Technological and IT change **
– The (international) organisation of work **
• Demographic factors: a youthful population • Migration **• The policy dimension: Economic &Social factors
– strong social model, or ‘catch as catch can’? #• Environmental change #
EU/IndiaNov 2006
THE KEY ARGUMENT
• In a situation where globalisation creates uncertainty
• High quality VET is a robust strategy as a country, region or sector moves towards a knowledge economy
• The argument is for innovative VET
EU/IndiaNov 2006
THE KNOWLEDGE ECONOMY : Lifelong learning/VET
• Modernisation is essential .. (for) high levels of prosperity, social cohesion and quality of life• The Europe of dynamism, innovation and openness sits side by side with the Europe of 19 million unemployed, child poverty and stagnant growthEuropean Commission Communication to Heads of State, 2005
The successful countries tend (PISA) to achieve high basic standards for (almost) all
EU/IndiaNov 2006
WHY RAISE EDUCATION AND SKILLS LEVELS?
1. Effective modern economies will produce the most information/knowledge, with jobs increasingly skill/knowledge intensive
2. In the global economy, those who invest heavily in education and skills benefit most in economic and social terms
3. This is a tough challenge for education and training governance/ suppliers Some succeed.
Andreas Schleicher, OECD, briefing for the EU, 2005
EU/IndiaNov 2006
Theme 2Challenges facing countries: What can we learn from VET in Europe?Lisbon: economic, employment, social, inclusion, environmental goal
EU/IndiaNov 2006
PRIORITY INDICATORS FOR EUROPE
What are the agreed priority indicators for lifelong learning?
1. Reduce numbers of 15 yr olds with low basic skill levels 2. Reduce the numbers of early school leavers 3. Raise the percentage of young people with at least upper
secondary education 4. Increase university graduate numbers in maths, science,
technology; address gender imbalances 5. Increase adult participation in E&T 6. Raise levels of investment in human resources
EU/IndiaNov 2006
QUALITY VET REDUCES NO. OF EARLY SCHOOL LEAVERS
16 of 19 European countries with a high proportion of young people in IVET have high upper secondary completion rates and low dropout rates
The challenge is quality• Programmes attractive to learners and enterprises• Flexibility, focus on the learner• Links to general education• Valuing/recognising formal, informal and non-formal
learning• Pathways to higher education (No dead ends!) Quality IVET: a robust strategy, at least across Europe
EU/IndiaNov 2006
CONTINUING TRAINING – A KEY CHALLENGE
Most countries: unacceptably low participation. • High status jobs/low status jobs
• High education level / low level of education
– Younger workers /older workers.
– Men / women.
– Migrants marginalised.
– Sectors: communications / textiles; expansion / decline
Raising levels of continuing training to update skills and competences.
EU/IndiaNov 2006
DEVELOPMENT OF LIFELONG LEARNING STRATEGIES
Few countries have well-advanced LLL strategiesApproaches?
Cradle to the grave EmployabilitySocial inclusion
How best to anticipate education and skills needs in an uncertain environment?
EU/IndiaNov 2006
Theme 3Innovation and success
Building up: capacity for change, capabilities, partnerships, links between
strategies
EU/IndiaNov 2006
EXPERT LEARNERS
• Empowering learners is the strong way to tackle the need to improve learning• Expert learners are self-directed and goal-oriented, able to use their skills to make best decisions about their learning• A danger is a divide between expert and novice learners – with low self image, poor learningstrategies, little reflective ability
EU/IndiaNov 2006
• From didactic VET teaching to an outcomes-based approach (programmes, teaching, learning, assessment, qualifications, frameworks)• Learning is focussed on real problems – in the workplace• Underpinned by general education / key competences• Partnerships mean efficient organisation –employer needs• Skilful teachers and trainers
THE SHIFT TO COMPETENCE-BASED TEACHING / LEARNING
EU/IndiaNov 2006
Success stories: the Nordic countries
A small skills gap: those who consider they don’t have the skills for working life• A small credentials gap: they have the credentials to back the claim• A high proportion of people recently took part in education or training• A high proportion affirm there are few barriers to participating in learning• A small proportion say there is nothing to motivate them for further involvement in education and training• Few young people lack basic skillsInstitute for Future Studies in Sweden, from Euro barometer data (see A Giddens 2006)
EU/IndiaNov 2006
Success stories: A company - Telefonica
1984 – 9 m customers, basic telephone service, in Spain2006 – 180 m customers, integrated IT solutions, in 18 countriesTelefonica• Has developed a competency framework. Based on value of trust.• Consisting of broad skills, including: client facing, flexibility, communication, contribution to production, innovation, collaboration, interpersonal development.• Defined macro roles (10 groups) have added functional and business skills.• Basis for HR, training and mobility programmes.
EU/IndiaNov 2006
USEFUL SOURCES
EC DG Employment - http://ec.europa.eu/dgs/employment_social/index_en.htmEC DGEAC – http://ec.europa.eu/education/index_en.html
OECD - http://www.oecd.org
ETF – http://etf.europa.eu
CEDEFOP – http://cedefop.europa.eu
REFERNET UK – http://www.refernet.org.uk
QCA – http://www.qca.org.uk