Vienna Bologna Forum Jonathan Winterton


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Vienna Bologna Forum Jonathan Winterton

  1. 1. Universities and the labour market Jonathan Winterton Director of Research and International Development Professor of Human Resource Development Toulouse Business School 4 th Forum European Higher Education Authority Universität Wien – 24 November2008
  2. 2. Overview <ul><li>employment in Europe </li></ul><ul><li>labour market reform </li></ul><ul><li>mobility in HE and VET </li></ul><ul><li>role of the EQF in integration </li></ul><ul><li>competence as the cement </li></ul><ul><li>dimensions of competence </li></ul><ul><li>ECVET KSC and holistic model </li></ul><ul><li>European diversity in competence </li></ul>
  3. 3. Employment in Europe
  4. 4. Labour Market Reform <ul><li>Luxembourg Summit 1997 focus on employment and growth: </li></ul><ul><ul><li>European Employment Strategy promoting employability, adaptability… </li></ul></ul><ul><li>Lisbon Summit 2000 objective of making Europe, by 2010 : </li></ul><ul><ul><li>‘ the most competitive and knowledge-based economy in the world capable of sustainable growth, better jobs and greater social cohesion’ </li></ul></ul><ul><li>Stockholm Summit 2001 incorporating Lisbon objectives in Luxembourg Strategy: </li></ul><ul><ul><li>emphasis on education and training </li></ul></ul>
  5. 5. Mobility in Higher Education <ul><li>European Credit Transfer System 1989 </li></ul><ul><ul><li>Ministers from DE, FR, IT, UK </li></ul></ul><ul><ul><li>Socrates Programme </li></ul></ul><ul><li>Bologna Declaration June 1999 </li></ul><ul><ul><li>29 Ministers for HE committed to establish a European wide system of credit accumulation and transfer </li></ul></ul><ul><li>Berlin Communiqu é September 2003 </li></ul><ul><ul><li>compatibility between HE and VET </li></ul></ul>
  6. 6. Mobility in Vocational Education <ul><li>Leonardo da Vinci Programme 1995 </li></ul><ul><li>Copenhagen Declaration November 2002 </li></ul><ul><li>TWG on Credit Transfer in VET </li></ul><ul><ul><li>Reference levels (QCA London) </li></ul></ul><ul><ul><li>Typology of KSC (ESC Toulouse) </li></ul></ul><ul><ul><li>Credit transfer (Kassel University) </li></ul></ul><ul><li>ECVET and EQF designed to increase labour mobility, harmonise emerging EU Labour Market (and NQFs) </li></ul>
  7. 7. The role of the EQF <ul><li>need for greater synergies </li></ul><ul><ul><li>between education and the labour market </li></ul></ul><ul><ul><li>between HE and VET </li></ul></ul><ul><li>EQF provides references levels </li></ul><ul><ul><li>between qualifications of Member States </li></ul></ul><ul><ul><li>benchmarking, mobility, lifelong learning </li></ul></ul><ul><li>radical changes, especially for HE </li></ul><ul><ul><li>competence-based, focus on outcomes </li></ul></ul><ul><ul><li>dislocated from inputs and nominal time </li></ul></ul>
  8. 8. Integrating HE and VET <ul><li>objective of making division irrelevant </li></ul><ul><ul><li>some common qualifications exist already </li></ul></ul><ul><ul><li>but limited articulation between the two </li></ul></ul><ul><li>in practice two distinct pathways </li></ul><ul><ul><li>perennial lack of parity of esteem </li></ul></ul><ul><ul><li>HE less engaged with the world of work </li></ul></ul><ul><li>HE and VET different logics </li></ul><ul><ul><li>HE educational systems hierarchies </li></ul></ul><ul><ul><li>VET occupational hierarchies </li></ul></ul><ul><ul><li>EQF adds third hierarchy of skill acquisition </li></ul></ul>
  9. 9. Competence as the cement <ul><li>EQF vertical level descriptors interact with horizontal descriptors of competence </li></ul><ul><li>competence critical to developing joined-up learning relevant to labour market needs </li></ul><ul><ul><li>HE restricted to cognitive competence? </li></ul></ul><ul><ul><li>VET restricted to functional competence? </li></ul></ul><ul><li>different understandings of competence </li></ul><ul><ul><li>between education (HE and VET) and work </li></ul></ul><ul><ul><li>between different Member States </li></ul></ul><ul><ul><li>between experts in the same field </li></ul></ul>
  10. 10. Analytical separation of dimensions of competence conceptual operational occupational individual social competence meta- competence functional competence cognitive competence
  11. 11. ECVET Typology of KSC <ul><li>Knowledge (declarative knowledge, cognitive competence ) know that </li></ul><ul><li>Skill ( functional competence , pscho- motor and cognitive) know how </li></ul><ul><li>Competence ( social competence , behavioural, attitudinal) know how to be </li></ul>
  12. 12. Holistic model of competence meta-competence cognitive competence functional competence social competence
  13. 13. European competence models <ul><li>Three dominant models: </li></ul><ul><ul><li>Britain </li></ul></ul><ul><ul><li>France </li></ul></ul><ul><ul><li>Germany </li></ul></ul><ul><li>variations of the above and alternative interpretative approaches </li></ul><ul><li>approximation strategies through DISCO and EUCLID </li></ul>
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