This document summarizes a conference focused on vocational education and training (VET) held in the Netherlands. The conference addressed three main themes: 1) excellence in VET through flexible solutions for a changing labor market, 2) lifelong learning for lifelong employability, and 3) mobility in VET within and outside of Europe. Over 200 people participated in discussions, workshops and presentations on these themes from different perspectives including education, business, government and students. The goal was to identify best practices and develop recommendations to create a future-proof VET system in Europe.
1) The document summarizes a speech given by Androulla Vassiliou, a member of the European Commission, at a conference on new skills and jobs.
2) Vassiliou outlines the Europe 2020 strategy to promote sustainable and knowledge-based growth through education and training. Key goals include reducing early school leaving and increasing tertiary education attainment.
3) She discusses challenges like bridging education and employment, promoting innovative learning methods, pursuing university modernization, and increasing mobility within education systems. Vassiliou is committed to working with partners to implement skills initiatives.
The document summarizes a European project called CENTRES that aims to promote creative entrepreneurship education. It discusses how the final CENTRES conference brought together partners from 8 European countries to discuss outcomes, how to better champion creative entrepreneurship in schools, and next steps. The project created a European forum for sharing best practices in entrepreneurship education for the creative industries.
The document provides an overview and analysis of the European Union's Horizon 2020 research and innovation plan. Key points:
- Horizon 2020 is the EU's €70.96 billion omnibus R&D programme for 2014-2020, replacing and expanding previous frameworks.
- The Commission initially proposed €80 billion but member states agreed only €70.96 billion. Parliament wants €100 billion.
- The programme aims to simplify funding, support innovation in companies, address challenges like climate change, and strengthen European science.
- Parliament and Council must agree the final legislation by summer 2013 for funding to begin in 2014 as planned. Parliament reports propose changes to the Commission plan.
College of Europe Student Case Study Final ReportIlenia Ventroni
This document contains an introduction and summaries of 4 case studies conducted by students at the College of Europe on challenges facing public services and strategies for reform. The case studies examined the French Ministry of Interior, a public healthcare provider in Spain, the German Federal Employment Agency, and mobility services in Brussels. The document provides overviews of the European Centre for Government Transformation, which commissioned the case studies, and its advisory board. It also contains forewords from the board's chair and the College of Europe's director emphasizing the importance of modernizing public services and the value of the students' work.
Knowledge economies and innovation society evolve around learningeLearning Papers
This summary provides the key points from the document in 3 sentences:
The document discusses how learning is shaping post-industrial societies and economies into knowledge economies and innovation societies. It contrasts views on the role of learning in emerging innovation societies from a recent European report and a Finnish national innovation strategy. The report argues that taking a traditional view of national competitiveness is no longer sufficient and that learning must move beyond institutionalized and hierarchical models to fuel true knowledge economies.
The Riga Declaration calls for action across Europe to address the shortage of digital skills and stimulate job creation. It was signed by representatives from governments, industry, education and other stakeholders. It acknowledges high youth unemployment in Europe and the need to equip young people with digital skills for today's job market. The declaration outlines 10 principles to guide efforts, including committing to investment in digital technologies and skills, addressing youth unemployment, and fostering lifelong education and training. It aims to harness digital technologies to fuel economic growth and job opportunities.
This document discusses the importance of STEM skills for Europe's future economic competitiveness and addresses the mismatch between available STEM skills and labor market demands. It introduces the EU STEM Coalition, which aims to boost innovation and jobs by supporting the development and implementation of national STEM strategies across EU member states. The Coalition focuses on knowledge sharing between existing national STEM platforms and supporting the establishment of new platforms through taskforce meetings. Its goals are to increase the effectiveness of national platforms, support new platforms in EU countries, and disseminate outcomes.
The document discusses managing talents and skills in the EU during economic crisis. It outlines goals of the Lisbon Strategy to promote competitiveness and social inclusion through education. Recent economic crisis has disrupted labor markets and increased unemployment across EU. There is a shift towards jobs requiring higher skills while shortage occupations remain similar between EU-15 and EU-12. The document argues for better skills assessment and recognition between countries to minimize brain drain and maximize productivity of migrant workers throughout EU.
1) The document summarizes a speech given by Androulla Vassiliou, a member of the European Commission, at a conference on new skills and jobs.
2) Vassiliou outlines the Europe 2020 strategy to promote sustainable and knowledge-based growth through education and training. Key goals include reducing early school leaving and increasing tertiary education attainment.
3) She discusses challenges like bridging education and employment, promoting innovative learning methods, pursuing university modernization, and increasing mobility within education systems. Vassiliou is committed to working with partners to implement skills initiatives.
The document summarizes a European project called CENTRES that aims to promote creative entrepreneurship education. It discusses how the final CENTRES conference brought together partners from 8 European countries to discuss outcomes, how to better champion creative entrepreneurship in schools, and next steps. The project created a European forum for sharing best practices in entrepreneurship education for the creative industries.
The document provides an overview and analysis of the European Union's Horizon 2020 research and innovation plan. Key points:
- Horizon 2020 is the EU's €70.96 billion omnibus R&D programme for 2014-2020, replacing and expanding previous frameworks.
- The Commission initially proposed €80 billion but member states agreed only €70.96 billion. Parliament wants €100 billion.
- The programme aims to simplify funding, support innovation in companies, address challenges like climate change, and strengthen European science.
- Parliament and Council must agree the final legislation by summer 2013 for funding to begin in 2014 as planned. Parliament reports propose changes to the Commission plan.
College of Europe Student Case Study Final ReportIlenia Ventroni
This document contains an introduction and summaries of 4 case studies conducted by students at the College of Europe on challenges facing public services and strategies for reform. The case studies examined the French Ministry of Interior, a public healthcare provider in Spain, the German Federal Employment Agency, and mobility services in Brussels. The document provides overviews of the European Centre for Government Transformation, which commissioned the case studies, and its advisory board. It also contains forewords from the board's chair and the College of Europe's director emphasizing the importance of modernizing public services and the value of the students' work.
Knowledge economies and innovation society evolve around learningeLearning Papers
This summary provides the key points from the document in 3 sentences:
The document discusses how learning is shaping post-industrial societies and economies into knowledge economies and innovation societies. It contrasts views on the role of learning in emerging innovation societies from a recent European report and a Finnish national innovation strategy. The report argues that taking a traditional view of national competitiveness is no longer sufficient and that learning must move beyond institutionalized and hierarchical models to fuel true knowledge economies.
The Riga Declaration calls for action across Europe to address the shortage of digital skills and stimulate job creation. It was signed by representatives from governments, industry, education and other stakeholders. It acknowledges high youth unemployment in Europe and the need to equip young people with digital skills for today's job market. The declaration outlines 10 principles to guide efforts, including committing to investment in digital technologies and skills, addressing youth unemployment, and fostering lifelong education and training. It aims to harness digital technologies to fuel economic growth and job opportunities.
This document discusses the importance of STEM skills for Europe's future economic competitiveness and addresses the mismatch between available STEM skills and labor market demands. It introduces the EU STEM Coalition, which aims to boost innovation and jobs by supporting the development and implementation of national STEM strategies across EU member states. The Coalition focuses on knowledge sharing between existing national STEM platforms and supporting the establishment of new platforms through taskforce meetings. Its goals are to increase the effectiveness of national platforms, support new platforms in EU countries, and disseminate outcomes.
The document discusses managing talents and skills in the EU during economic crisis. It outlines goals of the Lisbon Strategy to promote competitiveness and social inclusion through education. Recent economic crisis has disrupted labor markets and increased unemployment across EU. There is a shift towards jobs requiring higher skills while shortage occupations remain similar between EU-15 and EU-12. The document argues for better skills assessment and recognition between countries to minimize brain drain and maximize productivity of migrant workers throughout EU.
The intention of this project has been to develop actions which will address the issues identified in the European Framework Action Plan for Youth Employment. The available research results and the forecasts indicate continuously growing youth unemployment rate on the European labour market.
This document has been developed to mobilise the national social partners to take measures to control this issue. Similarly to the ILO report of May 8th, 2013, the document has highlighted the education gap resulting from not meeting the labour market needs which leads to deep frustration in young people which may lead to growing social tension. The European Framework of Actions on Youth Employment has identified five priorities assigned with specific needs for short-term and long-term measures of the social partners and also short-term and long-term recommendation for the Members States’ governments.
Development of measures to implement the European Framework Action Plan for Youth Employment is co-financed by the European Union and the National Commission of the Solidarity trade union.
The document discusses the potential of the German skilled crafts sector for international cooperation in vocational education and training (VET). It outlines the specifics of the German dual VET system and the institutional framework regulating it, including the roles of government, trade unions, and skilled crafts chambers. It describes the skilled crafts sector as the backbone of the German economy and discusses its international activities and challenges in cooperation. The document concludes that developing quality primary and secondary education is vital for any subsequent development, and that the German system could help augment existing VET strategies in developing countries by building workforce skills.
Skills supply and demand in Europe up to 2020titigonzalezp
This document summarizes the key points from a report by Cedefop, the European Union's reference center for vocational education and training. The report projects skills demand and supply in Europe up to 2020. It finds that Europe needs to invest more in education and training to develop skills for jobs of the future. While aggregate demand and supply trends are converging, deeper analysis is needed to understand changing skill needs, job polarization, and potential skill mismatches. Better data is urgently required to inform policy and support skills development.
The document provides an overview of the committee topics that will be discussed at the 2014 Summer National Session of the European Youth Parliament United Kingdom. It introduces 9 committee topics across 3 themes: Investing in Our Future, Promoting Our Values, and Embracing Our Diversity. The topics range from youth unemployment and environmental issues to human rights, immigration, and minority languages. Delegates are encouraged to research their assigned topics thoroughly in preparation for important discussions and debates.
This document contains the Bratislava Declaration, which calls on stakeholders to work together to address the digital skills gap in Europe through four main actions:
1) Fostering digital skills training programs through initiatives like MOOCs, apprenticeships, and career promotion.
2) Harnessing industry-led education models that involve employers in curriculum development and focus on technological and business skills.
3) Accelerating labor mobility for digital jobs through activities like skills fairs and boosting programs like Erasmus+.
4) Bolstering national Digital Skills and Jobs Coalitions to provide guidance and coordinate actions among stakeholders.
The document discusses the importance of creativity and innovation in Europe and highlights several initiatives being undertaken by the European Commission to promote these, including the European Year of Creativity and Innovation in 2009. It also features interviews with Commissioner Ján Figel on the need to reform education systems to develop students' skills and talents, and on fostering cooperation between education, research, and businesses to help translate creative ideas into innovations.
The document summarizes various events at T-Systems Slovakia including a technology conference in Las Vegas attended by a T-Systems representative, the MD participating in a communication training, and the Slovak Prime Minister thanking T-Systems for their dual vocational education program. It also mentions cultural events and meetings with potential customers.
Employment status quo of young people in Greece Peri Kourakli
The project “Contacts for the Common Future” 2014 focuses on enhancing the cooperation between active young people from FYR of Macedonia and Greece, thereby promoting their active involvement in the local economic development and growth by supporting of youth entrepreneurship and employment.
http://www.c4cf.org/
This document provides an overview of the first issue of Technical Matters, a new biannual journal for University Technical Colleges (UTCs). It includes contributions from Lord Baker, UTC principals, teachers, employers, and students. The goal of the journal is to share best practices in teaching and learning across the UTC network and place technical education in an academic context. This first issue highlights news from UTCs, guest commentary, employer perspectives, teaching examples, research on technical education, and profiles of inspiring students and teachers.
The document discusses new skills needs in Europe up to 2020. It finds that jobs will require higher skills across occupations due to new technologies. While many high-skilled jobs will be created, some workers risk being left behind without lifelong learning. The EU aims to better anticipate skills needs, reform education to prepare people for future jobs, and improve coordination between employment and education policies.
Challenges for Open and Distance Learning in the Post-2010 Decade: Scenarios ...eLearning Papers
Authors: Cornelis Adrianus (Kees-Jan) van Dorp, Alfonso Herrero de Egaña Espinosa de los Monteros
European universities are ready to materialise their strategies for post-2010. How well equipped are today’s universities for tomorrow’s demands? In the face of enormous socio-economic and demographic challenges, Europe requires a more advanced educational performance, providing a better contribution to innovation, competitiveness and economic growth.
This document is a report from the Expert Group on Science Education to the European Commission that provides recommendations for improving science education in Europe. The report identifies key challenges in science education and proposes a framework with six objectives to address them: 1) making science education a continuum from pre-school through active citizenship, 2) focusing on competencies and linking science to other disciplines, 3) enhancing teaching quality, 4) increasing collaboration between educational and societal actors, 5) promoting responsible research and innovation, and 6) connecting innovation and science education strategies across levels. The report recommends the European Commission initiate an EU-wide response including consultation and dissemination to implement the proposed actions.
The document outlines the European Union's strategies for improving education and training systems through 2010. It discusses five main strategies: 1) improving education and vocational training, 2) strengthening technology-supported learning, 3) increasing research and development funding, 4) implementing macroeconomic, microeconomic and employment policies to spur growth, and 5) highlighting successful EU initiatives in areas like e-learning. The overall goals are for the EU to become a highly competitive knowledge economy and for its education and training to become a world reference standard.
1. Tunisia faces challenges of high unemployment, especially among university graduates, and a mismatch between the skills of graduates and labor market needs.
2. The presentation outlines reforms to the higher education system in Tunisia to enhance relevance and quality, including increasing enrollments in science and technology fields.
3. It proposes establishing a National Innovation System to better link universities, industry and government and promote research and innovation as drivers of economic development. The goal is to build internationally competitive strategic sectors.
The document discusses a MOSEP project that aims to develop a train-the-trainer course for ePortfolio tutors. The project aims to familiarize 14-16 year olds with eLearning and ePortfolios to help them identify their strengths, improve skills, and increase self-esteem. The course will have a foundation module and 4 additional modules and will be delivered face-to-face or through blended learning. The course content will be developed using a wiki platform.
Tyoelaman kehittamisstrategia2020 a4_eng_ finland_national working life devel...Mario Verissimo
FInland National strategy to make working life in Finland the best in Europe by 2020.
The strategy’s vision is to make working life in Finland the best in Europe by 2020. Positive development
in the quality of working life is ultimately based on a high employment rate and a sufficient workforce.
Well-functioning, profitable workplaces that generate new employment are a prerequisite for Finland’s
future competitiveness and a good working life. Finnish working life must be developed through flexible
reforms, in a direction that strengthens the will and ability of as many people as possible to continue in
working life for sufficiently long, while remaining motivated. This means deepening trust and cooperation,
reinforcing innovation and productivity, and ensuring a skilled workforce and the health and well-being of
people and workplace communities.
New approaches in univesity-industry cooperation and Triple helix approach.Gints Turlajs
The document discusses university and industry cooperation using the triple helix approach. It proposes that closer cooperation is needed between business, education, and science to develop complex, knowledge-based products. This cooperation is important for building an innovative economy based on knowledge and new ideas. The "triple helix" model proposes a synergistic relationship among universities, industry, and the government to improve competitiveness and allow entrepreneurial universities.
This document summarizes the key discussions from a Local Advisory Board meeting held in January 2015 in Trento, Italy regarding the STYLE research project. The meeting included representatives from various Italian regional agencies and organizations. Participants discussed STYLE's research on family influences on youth employment transitions and flexicurity policies. They commented on young Italians' job search behaviors and challenges to effective youth employment. Cultural factors were seen as influential in how Italians report employment status. Participants also discussed the Youth Guarantee program in Italy and policies to promote independence from family.
The document discusses the future of education in Europe. It argues that education systems must adapt to structural changes in the European economy to ensure employability and prosperity. A potential-oriented education system is proposed that focuses on developing individual talents and skills like social learning, criticism, creativity, and innovation. This system would help prepare children for a world of rapid knowledge growth, globalization, and changing job markets. The education system of the future is envisioned to focus more on developing social skills, leadership abilities, and a willingness to change, in addition to academic knowledge.
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have recognized the importance of skills like collaboration, more needs to be done to reform education. External organizations are leading the way in innovative approaches like social enterprises in schools. The document outlines a poor report card on addressing the fundamental changes needed and highlights themes for the future, such as more personalized learning approaches.
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have helped promote creative learning, education systems still largely prepare students for past economic models rather than the current creative economy. The document calls for education to better develop students' skills for a changing job market, promote social and work-related learning, and integrate creativity across subjects rather than marginalizing it. Going forward, it suggests education should become more personalized, collaborative, and connected to real-world experiences through partnerships with businesses and social enterprises.
The intention of this project has been to develop actions which will address the issues identified in the European Framework Action Plan for Youth Employment. The available research results and the forecasts indicate continuously growing youth unemployment rate on the European labour market.
This document has been developed to mobilise the national social partners to take measures to control this issue. Similarly to the ILO report of May 8th, 2013, the document has highlighted the education gap resulting from not meeting the labour market needs which leads to deep frustration in young people which may lead to growing social tension. The European Framework of Actions on Youth Employment has identified five priorities assigned with specific needs for short-term and long-term measures of the social partners and also short-term and long-term recommendation for the Members States’ governments.
Development of measures to implement the European Framework Action Plan for Youth Employment is co-financed by the European Union and the National Commission of the Solidarity trade union.
The document discusses the potential of the German skilled crafts sector for international cooperation in vocational education and training (VET). It outlines the specifics of the German dual VET system and the institutional framework regulating it, including the roles of government, trade unions, and skilled crafts chambers. It describes the skilled crafts sector as the backbone of the German economy and discusses its international activities and challenges in cooperation. The document concludes that developing quality primary and secondary education is vital for any subsequent development, and that the German system could help augment existing VET strategies in developing countries by building workforce skills.
Skills supply and demand in Europe up to 2020titigonzalezp
This document summarizes the key points from a report by Cedefop, the European Union's reference center for vocational education and training. The report projects skills demand and supply in Europe up to 2020. It finds that Europe needs to invest more in education and training to develop skills for jobs of the future. While aggregate demand and supply trends are converging, deeper analysis is needed to understand changing skill needs, job polarization, and potential skill mismatches. Better data is urgently required to inform policy and support skills development.
The document provides an overview of the committee topics that will be discussed at the 2014 Summer National Session of the European Youth Parliament United Kingdom. It introduces 9 committee topics across 3 themes: Investing in Our Future, Promoting Our Values, and Embracing Our Diversity. The topics range from youth unemployment and environmental issues to human rights, immigration, and minority languages. Delegates are encouraged to research their assigned topics thoroughly in preparation for important discussions and debates.
This document contains the Bratislava Declaration, which calls on stakeholders to work together to address the digital skills gap in Europe through four main actions:
1) Fostering digital skills training programs through initiatives like MOOCs, apprenticeships, and career promotion.
2) Harnessing industry-led education models that involve employers in curriculum development and focus on technological and business skills.
3) Accelerating labor mobility for digital jobs through activities like skills fairs and boosting programs like Erasmus+.
4) Bolstering national Digital Skills and Jobs Coalitions to provide guidance and coordinate actions among stakeholders.
The document discusses the importance of creativity and innovation in Europe and highlights several initiatives being undertaken by the European Commission to promote these, including the European Year of Creativity and Innovation in 2009. It also features interviews with Commissioner Ján Figel on the need to reform education systems to develop students' skills and talents, and on fostering cooperation between education, research, and businesses to help translate creative ideas into innovations.
The document summarizes various events at T-Systems Slovakia including a technology conference in Las Vegas attended by a T-Systems representative, the MD participating in a communication training, and the Slovak Prime Minister thanking T-Systems for their dual vocational education program. It also mentions cultural events and meetings with potential customers.
Employment status quo of young people in Greece Peri Kourakli
The project “Contacts for the Common Future” 2014 focuses on enhancing the cooperation between active young people from FYR of Macedonia and Greece, thereby promoting their active involvement in the local economic development and growth by supporting of youth entrepreneurship and employment.
http://www.c4cf.org/
This document provides an overview of the first issue of Technical Matters, a new biannual journal for University Technical Colleges (UTCs). It includes contributions from Lord Baker, UTC principals, teachers, employers, and students. The goal of the journal is to share best practices in teaching and learning across the UTC network and place technical education in an academic context. This first issue highlights news from UTCs, guest commentary, employer perspectives, teaching examples, research on technical education, and profiles of inspiring students and teachers.
The document discusses new skills needs in Europe up to 2020. It finds that jobs will require higher skills across occupations due to new technologies. While many high-skilled jobs will be created, some workers risk being left behind without lifelong learning. The EU aims to better anticipate skills needs, reform education to prepare people for future jobs, and improve coordination between employment and education policies.
Challenges for Open and Distance Learning in the Post-2010 Decade: Scenarios ...eLearning Papers
Authors: Cornelis Adrianus (Kees-Jan) van Dorp, Alfonso Herrero de Egaña Espinosa de los Monteros
European universities are ready to materialise their strategies for post-2010. How well equipped are today’s universities for tomorrow’s demands? In the face of enormous socio-economic and demographic challenges, Europe requires a more advanced educational performance, providing a better contribution to innovation, competitiveness and economic growth.
This document is a report from the Expert Group on Science Education to the European Commission that provides recommendations for improving science education in Europe. The report identifies key challenges in science education and proposes a framework with six objectives to address them: 1) making science education a continuum from pre-school through active citizenship, 2) focusing on competencies and linking science to other disciplines, 3) enhancing teaching quality, 4) increasing collaboration between educational and societal actors, 5) promoting responsible research and innovation, and 6) connecting innovation and science education strategies across levels. The report recommends the European Commission initiate an EU-wide response including consultation and dissemination to implement the proposed actions.
The document outlines the European Union's strategies for improving education and training systems through 2010. It discusses five main strategies: 1) improving education and vocational training, 2) strengthening technology-supported learning, 3) increasing research and development funding, 4) implementing macroeconomic, microeconomic and employment policies to spur growth, and 5) highlighting successful EU initiatives in areas like e-learning. The overall goals are for the EU to become a highly competitive knowledge economy and for its education and training to become a world reference standard.
1. Tunisia faces challenges of high unemployment, especially among university graduates, and a mismatch between the skills of graduates and labor market needs.
2. The presentation outlines reforms to the higher education system in Tunisia to enhance relevance and quality, including increasing enrollments in science and technology fields.
3. It proposes establishing a National Innovation System to better link universities, industry and government and promote research and innovation as drivers of economic development. The goal is to build internationally competitive strategic sectors.
The document discusses a MOSEP project that aims to develop a train-the-trainer course for ePortfolio tutors. The project aims to familiarize 14-16 year olds with eLearning and ePortfolios to help them identify their strengths, improve skills, and increase self-esteem. The course will have a foundation module and 4 additional modules and will be delivered face-to-face or through blended learning. The course content will be developed using a wiki platform.
Tyoelaman kehittamisstrategia2020 a4_eng_ finland_national working life devel...Mario Verissimo
FInland National strategy to make working life in Finland the best in Europe by 2020.
The strategy’s vision is to make working life in Finland the best in Europe by 2020. Positive development
in the quality of working life is ultimately based on a high employment rate and a sufficient workforce.
Well-functioning, profitable workplaces that generate new employment are a prerequisite for Finland’s
future competitiveness and a good working life. Finnish working life must be developed through flexible
reforms, in a direction that strengthens the will and ability of as many people as possible to continue in
working life for sufficiently long, while remaining motivated. This means deepening trust and cooperation,
reinforcing innovation and productivity, and ensuring a skilled workforce and the health and well-being of
people and workplace communities.
New approaches in univesity-industry cooperation and Triple helix approach.Gints Turlajs
The document discusses university and industry cooperation using the triple helix approach. It proposes that closer cooperation is needed between business, education, and science to develop complex, knowledge-based products. This cooperation is important for building an innovative economy based on knowledge and new ideas. The "triple helix" model proposes a synergistic relationship among universities, industry, and the government to improve competitiveness and allow entrepreneurial universities.
This document summarizes the key discussions from a Local Advisory Board meeting held in January 2015 in Trento, Italy regarding the STYLE research project. The meeting included representatives from various Italian regional agencies and organizations. Participants discussed STYLE's research on family influences on youth employment transitions and flexicurity policies. They commented on young Italians' job search behaviors and challenges to effective youth employment. Cultural factors were seen as influential in how Italians report employment status. Participants also discussed the Youth Guarantee program in Italy and policies to promote independence from family.
The document discusses the future of education in Europe. It argues that education systems must adapt to structural changes in the European economy to ensure employability and prosperity. A potential-oriented education system is proposed that focuses on developing individual talents and skills like social learning, criticism, creativity, and innovation. This system would help prepare children for a world of rapid knowledge growth, globalization, and changing job markets. The education system of the future is envisioned to focus more on developing social skills, leadership abilities, and a willingness to change, in addition to academic knowledge.
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have recognized the importance of skills like collaboration, more needs to be done to reform education. External organizations are leading the way in innovative approaches like social enterprises in schools. The document outlines a poor report card on addressing the fundamental changes needed and highlights themes for the future, such as more personalized learning approaches.
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have helped promote creative learning, education systems still largely prepare students for past economic models rather than the current creative economy. The document calls for education to better develop students' skills for a changing job market, promote social and work-related learning, and integrate creativity across subjects rather than marginalizing it. Going forward, it suggests education should become more personalized, collaborative, and connected to real-world experiences through partnerships with businesses and social enterprises.
Centres state of innovation report no 1 (1)Centres-EU
This document provides an overview of the CENTRES (Creative Entrepreneurship in Schools) project, which aims to promote entrepreneurship education specific to the creative industries across Europe. The document discusses:
1) The CENTRES project creates a forum for sharing innovation and best practices around entrepreneurship education for the creative industries across 8 European countries.
2) It summarizes a paper that reflects on progress promoting creativity, entrepreneurship, and innovation in education since Sir Ken Robinson's 1999 report, giving the innovation report card mixed grades.
3) It outlines three potential themes for the future of creativity and entrepreneurship in schools: personalised learning, collaborative projects, and blending formal and informal learning.
The document summarizes a European project called CENTRES that aims to promote creative entrepreneurship education. It discusses how the final CENTRES conference brought together partners from 8 European countries to discuss outcomes, how to better champion creative entrepreneurship in schools, and next steps. The project created a European forum for sharing best practices in entrepreneurship education for the creative industries.
This document summarizes key messages from the second CENTRES conference on creative entrepreneurship in schools. The conference highlighted four main messages: 1) The economic imperative of how creative learning introduces the possibility of creative jobs needed for the future economy. 2) The classroom imperative of how a creative curriculum improves employment prospects and enhances innovation. 3) The need for creative entrepreneurship to be integrated across the whole curriculum, as seen in Sweden. 4) The institutional imperative for creative entrepreneurialism to be a core mission across the arts, education, and cultural sectors. The conference provided a space for participants to share practices around nurturing creative entrepreneurship in schools.
This document summarizes the key messages from the second CENTRES (Creative Entrepreneurship in Schools) conference held in London in January 2013. The four core messages discussed were: 1) The importance of creative learning in introducing young people to possible creative jobs and preparing them for the future economy; 2) The need to nurture creativity from an early age through formal education; 3) Examples of innovative programs integrating creative entrepreneurship into schools; and 4) The role of partnerships between schools and creative industries to provide opportunities for young people. The CENTRES program aims to advocate for and support increasing creative entrepreneurship education in schools across Europe.
The document discusses creative entrepreneurship in schools in Europe. It summarizes a conference on creative entrepreneurship in schools that brought together experts to share best practices. The conference addressed four key messages: 1) The need to develop skills for the future creative economy; 2) Integrating creative learning across curriculums to improve students' prospects and innovation; 3) Promoting creative entrepreneurship across education and arts institutions; 4) Case studies of approaches in countries like Sweden and the UK.
The EntreComp framework defines entrepreneurship as a competence and proposes a shared understanding of it. The framework consists of 3 competence areas - Ideas and opportunities, Resources, and Into action - which are made up of 15 competences. It provides a progression model with 8 levels of proficiency and a list of 442 learning outcomes to help develop entrepreneurial skills. The framework aims to foster entrepreneurial learning across Europe by providing a common definition and establishing a bridge between education and work.
Presentation at the Expert Workshop on “Supporting European SMEs with the personalisation of their online training experiences 2nd October 2018 for the initiative on
Promoting Online Training Opportunities for the Workforce in Europe” initiative prepared by PwC EU Services for the Executive Agency for Small and Medium-sized Enterprises and the Directorate General for Internal Market, Industry, Entrepreneurship and SMEs of the European Commission.
The document discusses policy recommendations from the CENTRES project, which aims to promote creative entrepreneurship in schools. It makes the following recommendations:
1) Take horizontal and integrated approaches to teaching creative entrepreneurship across the curriculum to equip students with skills needed in a changing economy and society.
2) Promote an arts revival in schools by increasing arts subjects, incorporating arts-based methods across subjects, and improving partnerships between schools and arts organizations.
3) Develop a creative entrepreneurship curriculum for schools that nurtures an entrepreneurial mindset through activities like mentoring, networking events, and pitching ideas.
Centres “entrum 4-steps enterprising mind- set creation” methodology guidelinesCentres-EU
The document describes a methodology called "ENTRUM 4-steps" used to develop an enterprising mindset in Estonian youth. It summarizes a pilot program applying this methodology to creative industry startups involving 177 students from 61 startups. Key results included 10 design/arts startups and 6 music startups qualifying for finals. Overall, creative industries were a popular sector for ideas but had lower survival rates than other sectors like IT. The methodology was deemed effective at inspiring entrepreneurial mindsets, though creative industry startups required most support. Partners saw benefits and were willing to continue collaborating.
This document outlines the strategic objectives for European cooperation in vocational education and training (VET) from 2011-2020. It begins with an overview of current challenges like unemployment, skills mismatches, and an aging population. It then discusses achievements of the previous Copenhagen process and outlines a vision for VET by 2020. The main body presents 11 strategic objectives, including improving quality/efficiency of VET, increasing attractiveness and relevance, promoting mobility, and strengthening policy cooperation. Specific short-term deliverables are also listed to advance progress toward the objectives by 2014.
Chairman's welcoming address at the 3rd annual satn conferenceSATN
The 3rd Annual SATN Conference aims to address the shortage of critical skills in South Africa through partnerships. Previous conferences focused on defining the role of universities of technology and showcasing their innovative work. This conference emphasizes strategic partnerships with skills development organizations, further education and training colleges, and businesses to help develop human capital and reduce unemployment. The keynote speaker outlines South Africa's challenges of high unemployment and skills shortages. Universities of technology seek to help through innovative training programs and international collaborations to build new "high speed trains" that can efficiently transport more students into the workforce. Partnerships will be important to address these issues and neutralize the "four-headed monster" of problems facing South
Entrum creative industries guideline for CENTRESCentres-EU
The document summarizes a pilot program in Estonia that used a 4-step methodology to develop an enterprising mindset in students focused on creative industries. Over 4 months, 177 students participated in inspiration sessions, entrepreneurship training, and mentorship to develop 61 startup ideas, 10 of which were in design/theater/film and 6 in music. The methodology was effective in giving students experience working with businesses and understanding the ecosystem, though creative industry startups had a higher dropout rate than other fields. Participating institutions saw benefits and were interested in continuing collaboration on developing students' entrepreneurial skills.
1. The document discusses trends in creative entrepreneurship education in schools and provides examples of programs from different countries in Europe and elsewhere.
2. It argues that schools need to prepare students for a changing job market where many future jobs don't yet exist and people will need to change careers multiple times, with an increased focus on creativity, collaboration, and personal and intellectual skills.
3. Examples of programs highlighted include initiatives that integrate creative entrepreneurship activities across the school curriculum, develop partnerships between schools and creative businesses, and establish qualifications and accreditation for creative entrepreneurship learning.
1. The document discusses trends in creative entrepreneurship education in schools and provides examples of programs from different countries in Europe and elsewhere.
2. It argues that schools need to prepare students for a changing job market where many future jobs don't yet exist and people will need to change careers multiple times, with an increased focus on creativity, collaboration, and personal and intellectual skills.
3. Examples of programs highlighted include initiatives that integrate creative entrepreneurship activities across the school curriculum, develop partnerships between schools and creative businesses, and establish qualifications and accreditation for creative entrepreneurship learning.
1. The document discusses trends in creative entrepreneurship education in schools and provides examples of programs from different countries in Europe.
2. It argues that schools need to prepare students for changing job markets by teaching creative and entrepreneurial skills through interdisciplinary and collaborative learning.
3. Examples of programs highlighted include initiatives that partner schools with creative businesses, integrate creative entrepreneurship across the curriculum, and develop accredited creative entrepreneurship qualifications.
Local Implementation of Global Learning StrategiesHora Tjitra
Press Release - International experts share their experiences at the Personal Learning Europe Conference in Cologne, Oct 2010.
Globally positioned companies, but also medium sized international enterprises face special challenges concerning further training and qualification of their employees. They have to implement learning concepts at different locations and integrate them into the local cultural context.
1. The document discusses creative entrepreneurship in schools and its strategic context. It argues that the nature of work is changing, requiring new skills like creativity, collaboration, and adaptability.
2. It provides examples of programs from different countries that aim to promote creative entrepreneurship education in schools by engaging students in practical business opportunities and connecting them with creative professionals.
3. The document advocates for policies that support partnerships between education and business to develop entrepreneurship and creative problem-solving skills in students.
Similar to Magazine Skills for a Lifetime EU 2016 Feb (20)
1. Skills for a lifetime
TOWARDS A FUTURE PROOF VET
JEAN SCHOOL:
good practice
of cooperation
between
businesses and
education
–
page 5
2. 2 3
COLOPHON
‘Skills for a lifetime – towards a future proof VET ’ is a
single edition of the ministry of Education, Culture and
Science.
On behalf of the Dutch EU Presidency Team:
Sebastiaan den Bak, Beatrice Boots, Max Bueno de
Mesquita, Veronique Feijen, Fleur van de Gevel, Claudia
van Houte, Peter van IJsselmuiden, Toon Janssen, Ilse
de Jonge, Vera Musch, Thijs Nielen, Herman van der
Plas, Stan Plijnaar, Sebastiaan Smit, Rosanne van der
Straten, Anneke Westerhuis, Siegfried Willems
Team ‘Magazine on the spot’:
Editors Julie de Graaf, Andy Fuller
Design Nanda Alderliefste
Photography Edwin Weers
Coordination Karlijn Broekhuizen
CONTENTS
‘Towards a future proof VET’
The government of The Netherlands was proud to present the two-day
conference ‘Skills for a lifetime – towards a future proof VET’ within
the framework of the Presidency of the Council of the European Union,
first semester of 2016. This event was organised ‘back to back’ with the
Directors-General meeting for Vocational Education and Training,
DGVT. Over two hundred people participated in an ambitious
programme, prepared in close cooperation with Dutch organisations
representing various stakeholders1
. Three themes were discussed:
excellence in I-VET, lifelong learning for lifelong employability and
mobilty in VET inside and outside Europe. The first day of the
conference was opened by Dutch minister Jet Bussemaker and European
Commissioner Marianne Thyssen (on video). On the second day,
participants could choose one out of six parallel workshops. The results
were wrapped-up in a ‘BuzzMaster’-session during which all cell phones
were turned into voting boxes, giving every participant a voice during the
concluding statements.
This magazine reflects the outcome of the conference. This outcome will
be further developed into ‘Stepping stones towards a future proof VET’.
From May 2016, the latter document can be found on the official website
of the Netherlands’ EU-Presidency. It may provide input for EU
education minister who have their next meeting in the Education,
Culture, Youth and Sports Council to be held on the 30th of May 2016
in Brussels.
On behalf of the Netherlands’ EU-Presidency Team,
Ilse de Jonge and Peter van IJsselmuiden
1 The Ministry of Social Affairs and Employment, the Ministry of Economic
Affairs, the Association of VET Colleges (‘MBO Raad’), the Foundation for
cooperation between VET and the labour market (‘SBB’), the Erasmus+
Agency for VET and Adult Education and the Expertise Centre for Vocational
Education and Training (‘ECBO’) at Cinop, the STEM- Platform and Neth-ER
FOREWORD INTRODUCTION
“This conference focuses on three main themes. The first theme is on flexible
solutions in a changing labour market. Here, in the Netherlands, we are looking
for ways to make our education system more responsive. So, we have started an
experiment in which institutions from different sectors can take components from
various qualifications and merge them into new vocational training programs.
After all, many future professions will be the result of interaction between sectors.
The second theme of the conference, is working towards a culture of lifelong
learning. Those currently in the workforce must also be prepared for a more
complex future. Companies have an important role to play in this regard by foster-
ing a culture of learning that gives people the scope to try new things. A culture
that makes continuing education and retraining possible. The government can
work on developing a flexible and transparent training infrastructure that enables
customisation. For example, the Netherlands Centre for Innovative Craftsmanship
for the Rotterdam processing industry has not only created a full-scale chemical
plant; it also has a fully functioning control room, where psychologists supervise
simulations of high-stress situations. During the conference we will focus exten-
sively on such partnerships between governments, industry and education.
The third theme is on mobility and vocational education: both within Europe and
beyond its borders. Studying abroad not only builds professional expertise, but it
also teaches young people that the world is much larger than their own familiar
environment. This is important for all people in all forms of education beyond
secondary school. The secondary and vocational education sector would do well to
focus on greater cooperation in broader reaches and respond to the needs of the
regional labour market.”
–
Jet Bussemaker, Dutch minister of Education, Culture and Science
“We do agree that we have to challenge two trends: skills are vital
and there is a digital transformation of our society and economy.
Artificial intelligence and robots take over jobs. But what does
that mean? If an industry is changing, it requires new skills.”
“And of course, that affects our education. How do people learn
these days and how do teachers teach? Some futuristic people see
that teachers need to play another role. The challenges are: how to
react? Who does what? The main responsibility comes from the
Member States ánd the companies. How can we connect the world
of labour with the world of education?
Looking forward: we need to put the
instruments that we have into the
Member States. Bring together brains,
best practices, platforms etc. With the
skills agenda we are not starting from
zero. The urgency only becomes
more visible.”
–
Detlef Eckert, Director Policy
Strategy at the European
Commission
“Vocational education and
training is often the Cinderella
of education systems. We need to
work to make it a first choice, not
a second option, one that is equal
in esteem to academic studies.”
–
Marianne Thyssen, European Commissioner for
Employment, Social Affairs, Skills and Labour Mobility
Craftmanship is the
oxygen that
fuels society
THEME 1 – EXELLENCE IN
VET: flexible solutions in
a changing labour market
4
THEME 2 – Lifelong
Learning for Lifelong
Employablity
10
Read the entire speech
THEME 3 – Mobility in VET
inside and outside Europe
16
3. 4 5THEME 1 – EXELLENCE IN VET: flexible solutions in a changing labour market THEME 1 – EXELLENCE IN VET: flexible solutions in a changing labour market
Why should VET be included in – regional and sectoral – innovation partnerships with industry?
The answer is threefold:
1. Companies need skilled human capital to work with innovations, especially at VET level. New
technologies may be ever so clever, without people who can apply them in daily work they won’t
be profitable.
2. Moreover, if VET expertise is included in the development process, researchers and applied
scientists will profit from the practical experience and insights while designing new
methodologies.
3. Finally, it is good to remember that most process innovations take place in SMEs, and are often
initiated by VET-educated entrepreneurs and employees.
Theo Henrar, chairman of directors Tata
Steel, spoke about the changing steel
industry. What are his solutions?
“The steel industry has changed significantly since 1889 – the
year the Eiffel Tower was built. Nowadays, three Eiffel Towers
could be built with the same amount of steel as back in 1889.
Such have been the developments in high-strength and light-
weight steels, which allow us to build more beautiful and solid
constructions. The European steel industry has changed from a
volume driven industry producing commodities to a customer
driven manufacturing industry - supplying the world with beauti-
ful, energy saving buildings; safe and light-weight vehicles.
Tata Steel today stands at the root of the circular economy offer-
ing completely recyclable products which we are managing to
produce in a much more sustainable manner than ever before.
Innovation and education are crucial for companies to develop
their products for tomorrow. The steel industry supplies for
example, the automotive industry, the building industry and the
packaging industry for steel carriers. The manufacturing industry
in Europe employs 52million people, from which 30million are
directly employed. The industry contributes to 15% of Europe’s
GDP and is the engine room for the European economy.
The European country that has come best out of the crisis has
been Germany. They have fostered the steel industry and they are
technology driven. Their car industry is amongst the best in the
world and not only the large companies, but also the small and
medium-sized companies have invested a lot in their workforce
and technological know-how. At Tata Steel Netherlands, we also
believe that technical education is crucial for the continuity of our
company and industry. We employ 450 researchers who are de-
signing products for tomorrow. As a steel company, we contribute
to a circular economy. Steel is fully recyclable. Our researchers do
not only focus on product development, but also on renewing our
processes.”
‘Technical education is crucial for the
continuity of our company and industry’
‘We believe that
technical education
is crucial for the
continuity of our
company’
Click her for an inspiring case study:
Jean School Amsterdam
lydia aguirre @
Remembering a
great quote from
@warwick_hill :Passion
is a non-trainable skill
while listening to some
great thinkers
#skillsforalifetime
“Pact4Youth is a mutual
engagement between EU
leaders and business leaders.
The vision of this pact is to
create a culture in Europe,
of fair and equitable
partnership between
business, education and
youth to prepare youth for
quality jobs but also
responsible citizenship.”
Jan Noterdaeme, CSR Europe
PLENARY PROGRAM
4. 6 7
René van Schalkwijk, EUproVET
representing VET suppliers:
“In the Netherlands, schools and
companies cooperate to define
certain qualifications together so
that when a student graduates,
every company knows he or she
has the basic qualifications that
are required. With the dual sys-
tem, students can show companies
during an internship or appren-
ticeship that they really can do the
things we say they can.”
PANEL DISCUSSION
Bart Vandewaetere, Nestlé, head
of European Affairs office:
“Nestlé’s approach is a decentralised
approach: we want to work with the
different players around our 150
factories across Europe, including
the local stakeholders and VET
schools. This way, we make sure
that we have access to the local skills
base.”
Ángeles Gabella Barro,
Junta de Andalucia, European
VET Project Coordinator:
“It’s about making VET attractive
and addressing young people. We
need to get them into the world of
work by incorporating the dual
system with education on the one
hand and compulsory internships
on the other.”
‘Schools and companies
need to cooperate to define
certain qualifications’
Workshop: Excellent students through
smooth transitions in VET
SPEAKERS: PAUL OOMENS, LOUISE ELFFERS
This workshop aimed to engage teaching professionals from
different countries in conversation about the educational systems
in their countries. All stated that the aim of education is to bring
out the best in their students and that education systems always
relate to a country’s history and social context. Elffers argued that
education focuses on three main aims: cognitive development;
preparation processes in the labor market and socialisation. In
the Netherlands, for example, early tracking/early selection has a
negative impact on young people from socially disadvantaged
backgrounds. International comparative research shows that early
tracking has a negative effect on the cognitive development of the
groups in the ‘lower’ tracks, but also the socialisation of young
people in all tracks. Part of the negative effect of early tracking
is offset by the fact that the Netherlands has a strong
standardisation in the way education is funded, the training of
teachers in the entire education system and the way in which
young people are assessed at the end of training programs. During
the discussion, participants indicated that they find the perfect
model to carry the conversation about education in an
international context.
Workshop: Links between
innovations in industry and
vocational education
SPEAKERS: HANS TEN BRINKE, SAGE LAL, DICK HARMS
The question in this workshop was how to develop
cooperation between actors in so-called triple helix
networks/platforms of institutions from govern-
ment, education and research, and the business
world. In such networks the different actors start to
cooperate at an early phase and go on to create an
infrastructure that supports sustainable and contin-
uous cooperation.
Key takeaways:
• Schools themselves lack the skills to link up with
companies; they need to be more entrepreneurial.
• Dual systems in Luxembourg, the Netherlands,
Germany and other countries are often mentioned
in terms of good practices.
• It´s not about funding, it´s all about your network.
• Governments and companies need more agents of
change; we need people that bring people together.
• Graduates are critical friends that should be con-
sulted more often.“We need to develop skilled human resources. Not
just for today, but for future needs as well. We
need to prepare students for life after class to meet
the changing needs of businesses and industries.”
Sage Lal, North East Surrey College of Technology, UK
WORKSHOPS
THEME 1 – EXELLENCE IN VET: flexible solutions in a changing labour market THEME 1 – EXELLENCE IN VET: flexible solutions in a changing labour market
5. 8 9
take responsibility
EARLY TRACKING SYSTEMS
COOPERATION
INDIVIDUALIZED
WAYS
great deal of diversity
RESULTS
THEME 1 – EXELLENCE IN VET: flexible solutions in a changing labour market
Economic growth and personal development can be boosted by sectoral co-
operation between education, business and innovation. VET is in this context
essential for innovation and economic development within the region. The
practical nature of knowledge, skills and craftsmanship as learned in VET
contributes to the innovation process itself. Often, VET trained employees
are also expected to apply new technologies in their work. Where business,
research institutions and school succeed to cooperate right from the start
with research up to the production phase, improvements are significant
regarding the quality of education, the employability of all workers and the
changes on the regional labour market for VET graduates.
Links between innovation, VET and industry
How to initiate, organise and maintain an innovational partner-
ship between VET and industry? How to involve social partners
(employer and employee organisations / trade unions) effectively
in this?
EU and national level should facilitate only for the focus to be
on sectoral/regional level as much as possible. Schools have
the ability to be the agents of change, companies should take
responsibility for their shared future and cooperation is
necessary for VET improvement. Funding alone is not enough,
people need to be brought together, SME’s should be involved
and local/regional initiatives supported.
Facilitating excellence students and inclusion:
Learning from Europe’s diverse educational systems
In Europe, there is a great deal of diversity in education
systems, each with their own strengths and challenges. There is
no such thing as a ‘perfect’ European education system that fits
all Member States equally well. Taking the current state of an
education system as a given, how can Member States improve
their systems in such a way that it provides better chances for
all of its students to realize their potential? Early tracking
systems need to focus on track mobility; this can be both track
permeability as cross-sectoral flexibility. All systems deal with the
need for individualized ways for both the most talented as the
weaker students. More generally speaking, when we speak in
terms of a model with several different characteristics defining
a national educational system only, it becomes possible to
compare national educational systems. This model could be the
basis for a common language.
‘Where business,
research institutions
and schools succeed
to cooperate right
from the start the
employability of all
workers graduates’More information? All the results of the conference will be
summarised and translated into “Stepping Stones towards a
future proof VET”, to be shared with a wide audience of VET
stakeholders in Brussels and throughout Europe.
THEME 1 – EXELLENCE IN VET: flexible solutions in a changing labour market
6. 10 11THEME 2 – LIFELONG LEARNING for Lifelong Employablity THEME 2 – LIFELONG LEARNING for Lifelong Employablity
In Europe, there is a great deal of diversity in education systems, each with their own strengths
and challenges. There is no such thing as a ‘perfect’ European education system that fits all Mem-
ber States equally well. Yet, much can be learned from experiences and outcomes related to the
wide variety of educational system designs in Europe. Capitalizing on the growing availability of
international data in education, comparative research provides relevant insights into key charac-
teristics of educational systems that enhance, or impede, educational excellence as well as equality
of educational opportunities. The key question therefore is: taking the current state of an educa-
tion system as a given, how can Member States improve their systems in such a way that it pro-
vides better chances for all of its students to realize their potential?
‘We need ‘safety-net buffers’ for macro-
economic stabilisation’
“We need to complement
the policy function of social
insurance by raising the
quality of human capital
stock over the life course”
Studio26
Optreden @rijnijs-
sel studenten #urban en
#nma bij Europese
conferentie #westergas-
fabriek #Amsterdam
#EU2016NL
“Right now, we are con-
fronted with technological
changes, an emerging plat-
form economy and deep
social and cultural changes
and cleavages in our cities.
Within this very dynamic
environment, we are facing
the challenge of adjusting
our educational routines.”
Marc van der Meer, University of
Tilburg
How does professor Anton Hemerijck,
VU University of Amsterdam, think
that a lifelong learning ensures a
lifelong employability?
“In the first years of their life, children are being sup-
ported by the welfare state, by childcare, by family bene-
fits, and by education. Then people get into work and
they start supporting the welfare state and then the big-
gest chunk really comes at the end of the life course. We
need to help people to stay in the labour market for as
long as possible. When we talk about the welfare state,
there are several functions that are very important. That
is, the re-distribution between rich and poor and people
have to pay taxes. But, really, most of what we do is so-
cial insurance. We save money by being in work to fund
our children being educated and to pre-fund our pen-
sions.
The functions of the welfare state are shifting from so-
cial insurance to capacitation. This is through human
capital development, and also through regional econom-
ic development and easing labour market transitions.
The social risks of the life course and the labour market
have become less predictable. And when they become
less predictable they become less insurable in a tradi-
tional kind of way.
We need to complement the policy function of social
insurance by raising the quality of human capital stock
over the life course because it has cumulative returns.
We also have to ease the flow of labour market transi-
tions in line with gendered life-course dynamics. Young
people want to make a career and they have to work very
hard these days to do that, but they also want to estab-
lish a family. At the same time we need to upkeep, or
upgrade, universalise, what I call, ‘safety-net buffers’ for
reasons of macro-economic stabilisation on the one
hand. But at the other hand we also need micro levels of
stabilisation of family income and if there is one lesson
from the crisis it is the importance of these buffers.”
PLENARY PROGRAM
Click her for an inspiring case study:
My World of Work
7. 12 13
René van Schalkwijk, EUproVET
representing VET suppliers:
“We have to try and do something
about raising the output of educa-
tion. Especially improving produc-
tivity is important. If you look at
the future, it’s impossible not to be
thinking about increasing the pro-
ductivity of education. As a Dutch
professor once said: when acceler-
ating in education you are most
productive if you can get students
to learn when they’re not at
school.”
PANEL DISCUSSION
Bart Vandewaetere, Nestlé, head
of European Affairs office:
“What we see at Nestlé is that life-
long learning is not only about
training and learning, but also
about empowering people. We try to
find solutions bottom up, not top
down. And it works. We have facto-
ries that work thirty percent more
efficient thanks to our employees.
They have the capacity and the
learning agile, but we have to stimu-
late and empower them.”
Ángeles Gabella Barro,
Junta de Andalucia, European
VET Project Coordinator:
“We need to invest in raising
awareness for lifelong learning
from the very beginning, starting
in primary school. We need a
change in attitude: everyone needs
to keep updating their education.
That is why in Andalucia, Spain,
we invest a lot in adult education.”
‘We need a change in attitude,
everyone needs to keep updating
their education’
THEME 2 – LIFELONG LEARNING for Lifelong Employablity
Workshop: Facilitating
careers through VET:
Lifelong learning for
lifelong employability
SPEAKERS: BEATE VAN DE HEIJDEN, GEORGE
BOAG, FRANK VISSER
This workshop addressed the contribution
of partnerships to sustainable employability.
Stakeholders should take joint responsibility
for the employability of employees through-
out their working life, in a context of rapid
changing job content. Topic of discussion
were examples of national, regional and
local cooperation initiatives to apply
learning strategies to strengthen the
employability of employees, both within
and outside their company or sector.
Key takeaways:
• Creativity and working in teams should be
more promoted in VET
• We need to bring more entrepreneurship
in education to improve creativity and
social intelligence
• Too few workplaces are stimulating
lifelong learning
• Facilitating innovation processes
demands a long term commitment
from all stakeholders
Workshop: Lifelong Learning: work in
progress
SPEAKERS: MARC VAN DE MEER, TUOMO ALASOINI, MARIANNE ZOETMULDER
This workshop’s focus was on good examples of programmes to
stimulate lifelong learning. One state funded programme (Skills
Development Scotland) and one company-funded programme (The
Philips Employment Scheme and Combi Method) were presented.
Mr George Boag presented the state funded programme Skills
Development Scotland (SDS). The SDS aims at creating highly
productive workplaces and a learning culture in SME’s that comprise
99% of all the companies in Scotland. It also facilitates synergy
between government, business and education.
Mr Frank Visser presented the Philips Employment Scheme (PES)
and the Combi-Method. For more than 30 years, Philips makes work
experience places available for long-term unemployed people. PES
gives people who have been out of work some time an opportunity to
gain work experience and to attend additional (vocational) training
courses. The aim is to improve the PES-participants’ chances at
the labour market. About 70% of the participants find a job after
completing the programme. The role of the workplace supervisor is
very important to help participants during the programme and to
prevent them from dropping out of the course.
Workshop participants agreed that in the future lifelong learning
policies should focus more on SME’s and vulnerable groups. Higher
educated people and larger companies need no extra support.
“We are very sceptical of transferring ready made
best practices from one workplace to another.
It is more important to speed up local learning
processes which will lead to local best practices.”
Mr. Tuomo Alasoini, director of the Liideri - Business,
Productivity and Joy at Work programme, Finland.
WORKSHOPS
THEME 2 – LIFELONG LEARNING for Lifelong Employablity
8. 14 15THEME 2 – LIFELONG LEARNING for Lifelong Employablity
guidance and
comprehensive arrangements
ENTREPRENEURIAL SKILLS
MORE
EMPHASIS
LONG-TERM
COMMITMENT
Training infrastructures
RESULTS
In subsequent stages of life, people bring different sets of experiences to the
labour market. Private circumstances also change over lifetime, leading to dif-
ferent labour market orientations and perspectives. At the same time, the la-
bour market itself is in a state of flux. How do we connect the dynamics of the
labour market with career and lifetime developments? How could VET provid-
ers contribute to labour mobility in a working life, which is more dynamic and
longer than it used to be? I -VET students cannot prepare themselves for
these developments as specific job positions will demand specific training.
Qualifications framework and training programmes
In short, the need for lifelong learning is already high, but
will increase. What is needed in this situation? Firstly, a
qualifications framework and corresponding set of training
programmes is needed which facilitates every adult citizen at
any skill level at any time in his/her career to keep up with
developments in the labour market. The problem of low-skilled
and older workers making less use of training than higher
educated and younger requires focused attention. It also requires
guidance and comprehensive arrangements to validate
non-formal and informal learning.
Emphasis on smaller and medium-sized enterprises
Secondly, more emphasis should be put on smaller and
medium-sized enterprises, and more specifically on the more
vulnerable lower educated and elderly employees within those
SME’s. Personal career guidance will be key to reach those
groups. Education – notably VET – should also pay more
attention to entrepreneurial skills, as these skills are difficult to
learn or improve in a later stage of life.
Long-term commitment from stakeholders
Training infrastructures must be open an accessible to workers
regardless of their employment contract. The financing of
lifelong learning requires attention as well. Bringing regional
stakeholders together could be a successful approach, while it
is crucial to guarantee a long-term commitment from all
stakeholders for such partnership.
‘Personal career
guidance will
be key to reach
those groups’More information? All the results of the conference will be
summarised and translated into “Stepping Stones towards a
future proof VET”, to be shared with a wide audience of VET
stakeholders in Brussels and throughout Europe.
THEME 2 – LIFELONG LEARNING for Lifelong Employablity
9. 16 17
Studies and the experiences of parents, teachers and students reveal that international
experience in vocational education generates skills and contributes to excellence, and thus to the
employability of VET students in the labour market. Furthermore, the resulting transversal, “21st
century” skills and often “hidden” competences will be used by students during their entire career.
Internationalisation of VET can therefore contribute to its excellence. However, international
mobility and exchanges are relatively limited in VET. It is time therefore to boost inter
nationalisation in VET. This ambition can obviously benefit a lot from a European approach.
The Erasmus+ programme offers already ample opportunities and can use an active approach
from the side of authorities, VET providers and the world of work to create a maximum impact.
‘It is the attitude and the willingness that you
bring to the work place’
European Round Table
A boost to the image of
VET will help to unleash its full
potential - and contributes to
the #DigitalEconomy #skills-
foralifetime #EU2016NL
‘We need to consider the
hidden competencies of
potential employees’
“I learned a lot from the
experience of living and
working in the US, in
Miami. Of course, I had
a good time, too, meeting
people from all over the
world. But, everyday
you are faced with new
problems and you have to
deal with them yourself.”
Daan van Splunteren, VET
student
Vice president of HK Scan Sari Suono
speaks about the changing business and
work environment. Why is vocational so
important and what skills are needed?
“The current business and work environment is changing
quickly and we, as a company, need to do the same. If we are
not employing people with new skills and adapting to new
situations, then our company will not exist. This is where
our interest in vocational training comes from. We need to
consider the hidden competencies of employees and poten-
tial employees: what are they and how are they defined?
They are not the traditional ones like what you see in the
CV. It is about productivity, resilience and about being curi-
ous. So, these are the things that we accept as an employer.
What do we need as employers? It is not only the theoretical
basis – because that is something that you can learn. What
is important is how do you use the international skills
that you have gained in the working life. In Finland, it is
important to put the employers and educational institutions
together, even stronger than it has been. The learning
outcomes need to be visible for the employers. Companies
require productivity.
How does one candidate differ from another? That is impor-
tant for the potential employees. That is what I have learned
after employing hundreds of people: why do I want a certain
person? The employee must fit the job and the company.
They must have positive energy. You can have the CV skills,
the traditional skills, what can be on paper, but it is the atti-
tude and the willingness that you bring to the work place.
Potential employees need to be global and think globally.
The young people we are hiring and the young people who
are unemployed in Europe, they have the possibility of being
global all the time. And that is not only studying in other
countries, but also through e learning.”
THEME 3 – MOBILITY IN VET inside and outside Europe
PLENARY PROGRAM
Click here for an inspiring case study:
VET Mobility Charters
THEME 3 – MOBILITY IN VET inside and outside Europe
10. 18 19
René van Schalkwijk, EUproVET
representing VET suppliers:
“How can we promote internation-
alisation? The goal of six per cent
mobility is very low if you look at
the challenges in the future. If
you’re serious about the European
agenda, more people will have to
move to other countries. We’re
relying on the EU to promote mo-
bility for our students and we’re
saying it is important, but we our-
selves are not acting.”
PANEL DISCUSSION
Bart Vandewaetere, Nestlé, head
of European Affairs office:
“We certainly see the benefits of
labour mobility, but for us it is not
an objective in itself. We need to
clearly define the objective. Labour
mobility does not necessarily have
to involve crossing the border, it can
also take place in one and the same
country.”
Ángeles Gabella Barro,
Junta de Andalucia, European
VET Project Coordinator:
“In 2004 Andalucia began pro-
moting mobility and internation-
alisation. By taking smalls steps,
we now have 140 schools in our
Erasmus+ VET Mobility Charter.
It takes time, effort and language
skills to make students aware of
the opportunities.”
‘We need to clearly
define the objective’
THEME 3 – MOBILITY IN VET inside and outside Europe THEME 3 – MOBILITY IN VET inside and outside Europe
Workshop: Mobility and
Cooperation Outside Europe
SPEAKERS: PAUL GUEST, KARIN LUOMI-MESSERER,
PHILIPP LASSIGER, JURGEN RIENKS
“This workshop focused on two elements: mobility and
cooperation outside Europe for VET. Three speakers
introduced this theme from different perspectives. The
first speaker presented the scope and current state of the
art regarding international cooperation in VET outside
Europe. Recent research has focused on different ele-
ments: for example, as to why cooperation outside of
VET is beneficial, what is happening, what are the obsta-
cles and successes and what changes can be made to
improve cooperation. There are four kinds of cooperation
activities: policy level, targeted at individuals, operation-
al level and VET provider level.
The second presentation provided the participants with a
view from higher education. This speaker provided par-
ticipants with insights that have been encountered in
Higher Education. The lessons focused on three levels:
student, institutional and society. At institutional level a
question to ask yourself, is how does the mobility and/or
cooperation fit the institutional policy/profile and how
does it add to your reputation? At societal level, a
cost-benefit analysis could form the basis of a decision;
in higher education research showed that when 4% of
international students retain in the country the program
is of benefit for society.
The third presentation provided a good practice example
of mobility and cooperation outside Europe. The pre-
senter stated that: ‘it is not just about mobility there is a
lot more when we talk about internationalization in
VET!’; ‘it doesn’t make sense to distinguish between de-
velopment cooperation and educational cooperation, it is
the same subject so cooperate!’; ‘strong VET systems in
foreign countries (and help building these systems) is
also in our own benefit’.”
Workshop: Internationalisation
through cooperation: from
theory to practice
PANEL: MIKA SAARINEN, JAN NOTREDAEME, SARI SUONO, DAAN VAN
SPLUNTEREN, MARC OTTO
“Internationalisation” was the keyword of this workshop. Dis-
cussed were the basic factors which are necessary to enhance
the quality and the volume of international mobility - with an
emphasis on learning mobility. International mobility in a wid-
er transnational context as well as geographically closer forms
of cross-border mobility are at stake. Also discussed was the
impact of learning mobility on our societies and working life.
Key takeaways:
• The percentage of VET students who study abroad might be
too low, especially when compared to higher education stu-
dents, but it is growing.
• Erasmus+ is a big factor in stimulating more students, VET
providers and companies to participate in mobility.
• It is much more difficult to send apprentices on
international exchanges for small and medium-sized enter-
prises than it is for multinational corporations.
• There are a growing number of sustainable international
partnerships established between schools (and sometimes
between a school and a chambers of commerce).
“Schools themselves are more and more becoming the
middleman in arranging mobility networks. They make
permanent contracts with a few partner schools. What
they promise each other is to find placements in their
local industries to place exchange students for on the job
learning. This model seems to be spreading and is be-
coming a new trend in Europe.”
Mika Saarinen, head VET unit in the CIMO Agency, Finland
WORKSHOPS
11. 20 21THEME 3 – MOBILITY IN VET inside and outside Europe
6% benchmark
VET mobility in 2020
TAILOR MADE MEASURES
BENEFIT FOR
SOCIETY
Research and good practices
RESULTS
Studies and the experiences of parents, teachers and students reveal that
international experience in vocational education generates skills and
contributes to excellence, and thus to the employability of VET students in
the labour market. Furthermore, the resulting transversal, students will use
the “21st century” skills during their entire career. Internationalisation of VET
can therefore contribute to its excellence. However, international mobility and
exchanges are relatively limited in VET. How can internationalisation in VET be
boosted, helped by a European approach? Hidden competences need to be
made visible for employers.
Mobility through cooperation inside Europe:
from theory to practice
The European ambition is set by the 6% benchmark VET mobil-
ity in 2020. Yet several questions need to be answered. While
doing so, it is essential to be aware of the difference between
Member States. Their starting position (level of mobility), instru-
ments and funding are all very different. This requires tailor
made measures to bridge the variety of gaps towards the ambi-
tion of 6 % VET mobility in 2020. There should not be too much
emphasis put on quantity instead of quality, letting personal
growth of students on hidden competences underexposed. Pref-
erably, setting quantitative targets should be linked to fostering
quality.
Companies should trust the students, and show this together
with the schools. They can expect on their part an open and pro-
active attitude by the students.
Mobility outside Europe
A clear – preferably evidence based – view is need on why (and
where, how and for whom) investment is needed in internation-
al cooperation. Next question would be how to progress from ad
hoc initiatives to structural and sustainable policies. Cooperation
activities are clustered at four levels: policy level (e.g. policy dia-
logue), targeted at individuals (e.g. mobility), operational level
(market research) and VET provider level (capacity building).
Success factors include embedding initiatives in a wider outreach,
equal levels of commitment, commitment at strategic levels and
resources. Research and good practices (from VET or HE) are
needed to define the added value of international cooperation for
VET.
Strong VET systems in third countries outside the EU (and help
building these systems) are also in our own benefit and when 4%
of the international students retain, the program is of benefit for
society. Often this percentage is higher.
‘Success factors include
embedding initiatives in
a wider outreach, equal
levels of commitment,
commitment at strategic
levels and resources’
More information? All the results of the conference will be
summarised and translated into “Stepping Stones towards a
future proof VET”, to be shared with a wide audience of VET
stakeholders in Brussels and throughout Europe.
THEME 3 – MOBILITY IN VET inside and outside Europe
12. 22 23
56%
Are you a man or a woman?
44%
Do you have a VET qualification
or a university degree?
1% VET qualification
University
degree
Both
86% 12%
Where do you work?
Knowledge
institution
Business
Government
44%43%
12%
Workshop 1A Innovations
What did you want to be when you were a child?
Guus Muijzers: A child
Stasa Skenzic: Dentist
Jan Jeronimus: Happy
Theo Van Geffen: Architect
Aisling Fleming: Air hostess
Hannah Stanwix: Horse trainer
Oomens: Circus director
Van Der Heijden: Secretary
Jasper Van Loo: VET researcher
Bozidar Grigic: Designer
Freddy Weima: Cowboy
Ana: A good person, like my parents
Karol JakubÃk: Construction engineer
Fiona Hartley: Dancer
Toon Janssen: Plumber
Lawrence Mizzi: Airline pilot
AnnekeWesterhuis: Fire fighter
Joep Houterman: Farmer
John Mountford: Player for Tottenham Hotspur
Schools themselves
lack the skills to link
up with companies,
they need to be more
entrepreneurial
It’s not about
funding, it’s all
about your network
Government and
companies need more
agents of change, we
need people that bring
people together
Graduates are
critical friends
that should be
consulted more
often
Workshop 1B Excellency
The ideal education system
addresses so many purposes
at once, that it is an illusion
Still it is possible to
promote excellence
and inclusion in
education at the
same time
The debate about
excellence in education
should include vet skills
more explicitly
Postponing the age of
tracking in education
systems contributes
to fair opportunities
for all students
Workshop 3A Internationalisation
It is too much asked
for teachers to do an
international mobility
themselves.
A hurdle for more
international
mobility is the lack
of trust of the
companies in the
capacities of the
students/interns.
Research on the
VET placements
is too much
focused on
numbers
instead of
quality
Workshop 3B Mobility outside
Europe
It is important for
institutions /
individuals /
companies to be
globally competitive.
It is important to build on
existing programmes
initiatives and to make
use of existing networks
and actors
It is important to
confirm the
return on
investment
though a cost
benefit analysis.
Workshop 2A Partnerships
Creativity and
working in teams
should be more
promoted in VET.
Too few workplaces
are used to stimulate
learning.
To facilitate
innovation
processes
demands a long
term commitment
from all
stakeholders.
Workshop 2B Lifelong learning
We need specific
tools/instruments
for vulnerable
groups
The EU should
reserve budgets
for vulnerable
groups
BUZZMASTER
Where are you from?
13. We would like to thank all those involved in the
organisation of the event and its participants for
their contribution to improve VET-systems in the EU!
The Netherlands’ EU-Presidency Team