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Linq 2013 plenary_keynote_lettmayr

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  • 1. Trends in European VETChristian LettmayrActing DirectorLINQ 2013, Rome 16 May 2013LINQ 2013 C. Lettmayr 1
  • 2. At the interface of education and labour marketLINQ 2013 C. Lettmayr 2
  • 3. LINQ 2013 C. Lettmayr 3-2%-13%-3%9%-20%-10%0%10%20%30%TOTAL LOW MEDIUM HIGHThe impact of the crisis on the European labour marketEmployment growth (%) by education (2008-2011)
  • 4. LINQ 2013 C. Lettmayr 4
  • 5. LINQ 2013 C. Lettmayr 5
  • 6. LINQ 2013 C. Lettmayr 6-20 0 20 40 60 80Low qualificationMedium qualificationHigh qualificationAll qualificationsLow qualificationMedium qualificationHigh qualificationAll qualificationsMillionsExpansiondemandReplacementdemand
  • 7. Upper secondary still the main LM component...26%59%15%YouthLow Medium High19%48%33%AdultEmployment by level of education (EU-27 2012)
  • 8. LINQ 2013 C. Lettmayr 8MismatchAdjustment lags of education and training systemLack of mobilityINFORMATION ASYMMETRYAdjustment lags in labour demandRecruitment frictionsInadequate job designWage rigiditiesIneffective intermediariesSkill supplyActive populationParticipation ratesSkills heterogeneity within qualificationsgroupsImperfect career councelling and guidance ofstudentsCountry-specific factorsDemographicsLevel of economic developmentEconomic structureTechnologyInstitutionsSkill demandEmployment by sector/occupation/educationJob vacanciesJob-task skill requirementsOutcomesLoss of productivity & growthStructural unemploymentEarnings inequalitySocial exclusion
  • 9. LINQ 2013C. Lettmayr2020 forecasts: high demand for VET graduatesJobs for medium level qualified people almost 51%Jobs for highly qualified people more than 34%Jobs for those with low qualifications around 15%Past and likely future sectoral employment changeSource: Cedefop country workbooks 2012Future job opportunities by occupation
  • 10. LINQ 2013 C. Lettmayr 10EDUCATION AND TRAININGSYSTEMPlanning and delivery of teachingand learning processesLABOUR MARKETIdentification of demand forskills and competencesFormulation of knowledge, skills andcompetence requirementsAssessment andcertification of knowledge, skillsand competence
  • 11. Validation and recognition of learning• Council recommendation adopted in September 2012– Establishes a national system by 2015 leading to full orpartial qualifications– Defines elements to be included and principles to berespected– Ensures the involvement of LM stakeholders– Promotes coordination between education, training,employment and youth services and policies
  • 12. Validation and recognition of learningValidation: the confirmation by an authorised body that a learner has achievedoutcomes according to an agreed standard.- Key to adult and lifelong learning and to skill strategies- Diversity of use across Europe – countries are progressingHigh developmentHigh take upMedium –highdevelopmentMedium-low LowFinlandFranceThe NetherlandsNorwayPortugalDenmarkGermanyRomaniaSpainSwedenUKAustria,BelgiumCzech RepublicEstoniaIcelandItalyIrelandLithuaniaSlovakiaSloveniaBulgariaCroatiaCyprusGreeceHungaryLatviaMaltaPolandTurkey
  • 13. WBL – actions by countriesSTD5a Work-based learning, including apprenticeshipsNumber of countriesApprenticeship or similar programmes Guidelines providing for work based learning in VET Work-based learning elements in school based IVET programmes Strategy to foster VET-Enterprises cooperation to ensure quality and relevance Incentives for enterprises to provide training or employment Learning methods in VET including simulated or real business experience Campaigns encouraging enterprises to provide or invest in VET Services that assist in finding training places for VET learners in enterprises  in place by 2010 and not changed  in place by 2010 and adjusted since  put in place since 2010  preparing for implementation  no actionSource: CedefopSTD5b Cooperation between VET institutions and enterprisesNumber of countriesTraining VET teachers/trainers to help learners acquire entrepreneurship skills Guidelines for VET teacher development including enterprise traineeships Services that assist VET institutions in finding partners in the business world Guidelines encouraging staff exchange between enterprises and VET providers Services that assist in finding training places for VET teachers in enterprises  in place by 2010 and not changed  in place by 2010 and adjusted since  put in place since 2010  preparing for implementation  no actionSource: CedefopProvisional information – not validated at national government level – not for circulationLINQ 2013 C. Lettmayr 13
  • 14. STD16 Maximising the contribution of VET in combating early leaving from educationNumber of EU + countries CandidatecountriesGuidance and mentoring for learners in IVET programmes  Apprenticeship or similar programmes  Work-based learning elements in school based IVET programmes  LLL or VET strategy supporting early school leavers and those at risk  Opportunity to obtain missed qualifications in VET  Modularised IVET programmes  Incentives for learners and their families to remain in VET  Incentives for enterprises to provide training or employment  Opportunity to acquire underdeveloped key competences in VET  Opportunity for those with migrant background to learn the host country language  Psychological and social support to learners in IVET programmes  Regulations easing access to VET  Alternative routes within mainstream VET  Training for VET teachers and/or trainers to support disadvantaged learners  Incentives for VET institutions to prevent drop outs   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 onSource: Cedefop (based on ReferNet ) and ETFWork-based learning tohelp different types of learners succeed
  • 15. LINQ 2013 C. Lettmayr 15
  • 16. Adult learning is underdevelopedFinancial resources arelimitedReluctance to invest in HCLack of awareness of trainingand skills development needsand benefitsOverreliance on (fresh)labour supply to providenecessary skillsOverconfidence in marketmechanismDifferent adult learningculturesLINQ 2013 C. Lettmayr 16
  • 17. LLL is ill-distributedSkills begets skillsThe olderyou get,the lessyou train18%15%7%6%Participation in adult learning byoccupations - EU-27 average 2005-10Skillednon ManualHigh SkilledManualLow skilledLINQ 2013 C. Lettmayr 17
  • 18. LINQ 2013 C. Lettmayr 18Table 1. State of play and progress towards STD18STD18 Using ICT to maximise access to training and to promote active learningNumber of EU+ countries Candidate countriesICT strategy or ‘digital agenda’ considering ‘at-risk’groups Development of ICT based learning tools/methods tohelp ‘at-risk’ groups learn LLL or VET strategy which promotes using ICT for ‘at-risk’ groups Training VET teachers and/or trainers to help ‘at-risk’groups in using ICT Incentives helping at risk groups to cover ICT andinternet costs VET platforms or web portals tailored to the needs of‘at-risk’ groups  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 onSource: Cedefop based on ReferNet and ETF.
  • 19. 19LINQ 2013C. Lettmayr