1. 1
Ali Rashidi
Director
International project
Folkuniversitetet
Uppsala - Sweden
Human Resource Development
&
the role of Vocational Education and Training
“Global changes from a regional perspective”

2. 2
Agenda for workshop
1. Global trends towards knowledge society
2. European Agenda
3. The role of vocational education & Training
(VET)
4. New European model for VET for transfer of
innovation
5. Belarusian – Swedish cooperation in VET
6. European Association for VET-providers

3. 3
On the way to the knowledge society
• Industrial Society
- Standard programs
- Distinction head-hands
- Knowledge and skills more or less
closed
- Education and training in one
institution
- Differences between students
deviation of the standard
- Vertical hierarchy
• Knowledge Society
- Individual learning trajectories
- Head-hands-heart integrated by
competences
- Knowledge and skills stream
- Open learning environments
- Differences are the starting point
- Horizontal organisation

4. 4
Some trends in the Labour Market of EU-27
Changes in labour force by age up to 2020:
 15 - 24 - /- 4 million
 25 - 34 -/- 1 million
 35 – 44 - /- 2,5 million
 45 – 54 + 2 million
 55 – 64 + 6 million
Demographic tendencies: Northern Europe: stable 
decrease
Result: additional constraints on organizations policy
Need: adapt HRM policy

5. 5
-6 -4 -2 0 2 4 6 8 10 12 14
Legislators, senior officials and managers
Professionals
Technicians and associate professionals
Clerks
Service workers and shop and market sales workers
Skilled agricultural and fishery workers
Craft and related trades workers
Plant and machine operators and assemblers
Elementary occupations
Change 2006-2020 in million jobs
Expansion demand (net change)
Replacement demand
Towards knowledge-intensive occupations…

6. 6
8.3
2.4
0.8
0.9
3.3
1.1
1.5
3.6
-0.4
-2.3
-1.0
-4.8
-5 0 5 10
High-skilled non-manual
occupations
Low-skilled non-manual
occupations
Skilled manual
occupations
Elementary occupations
High qualification
Medium qualification
Low qualification
Net change 2006 - 2015
million jobs

7. 7

8. 8
Some Dilemma’s regarding employability
All efforts at individual side?
All initiative at individual side? Or Forced learning?
Individual choices, motives <–> organizational context, goals;
Flexibility (broad) versus specialism;
Need for security and stability of worker;
Who’s problem?

9. 9
Government
Forum for
collaboration
Non-governmental
organisations
Companies
Educational
community
The context of life-long-learning

10. 10
“A regional development strategy based on
improved quality and availability of education and
training can engender, by contrast, a virtuous
circle in which skills development fuels innovation,
productivity increase and enterprise development,
technological change, investment, diversification of
the economy, and competitiveness that are needed
to sustain and accelerate the creation of more and
better jobs”
International Labour Conference, 2008, International Labour Office
Geneva

11. 11
Educational
organization
Corporations
SMEs
Regional
authorities
Economy
Employment
Innovations
SustainableDevelopm
ent
Life-long
Learning
The concept of life-long-learning

12. 12
Main issues:
Partnership development: how to establish a partnership of diverse
stakeholders in adult education (especially authorities, NGOs and
businesses);
Methodology of adult education: how to organise training of trainers and
turn them into multiplicators of new approaches in education;
Creating an efficient adult education lobby: how to launch sustainable
systemic changes in adult education that would affect legislation and
governmental policies;
Integration into international processes:, how to incorporate international
standards and requirements into national educational doctrines.
VET as a necessary element of
Knowledge Society

13. 13
Administrative
-legal
Organisational
and environment
Competence-based
VET
Program
and curriculum
Professional
Pedagogic-
didactic
The wheel of flexibility

14. 14
Strong cooperation between Public authorities,
Business and Education is precondition
1. We need high quality institutions with a clear focus on
sectors and a high degree of flexibility notably in their
interaction with sectors in order to cope with ever faster
technological changes & consequences of demographic
changes
2. Local level is of utmost importance: cooperation between
companies and local institutions.

15. 15
A framework for employer engagement
Sustained interaction between
employer and the planners and
providers of learning
Employer as strategic partner
Job-Skill Toolbox
Purchases diagnostic services and
skills development from LSC funded
providers
Employer as consumer
CQAF-VET 2
Provides leadership through
involvement in the design,
development, management,
delivery and assessment of learning
Employer as stakeholder
CQAF-VET
FeaturesType of engagement

16. 16
Stimulating and impeding factors
• Stimulating factors
- Sharing of knowledge through
cooperation and networking
- Clear frameworks
- Bottom up approach
- Adequate organisational and
financial conditions
- Adequate project management
- Linking up with running
innovations
- Looking for regional nearness
- Cultural aspects
• Impeding factors
- Law and regulations
- Image forming
- Relation with trade and
business more difficult in
economic heavier times
- Complexity in content and
regional complexity
- Complexity of broad,
multilateral networks of
cooperation

17. 17
Market research and Curriculum development new VET
Business
Sector
Demand
For new
skill
Individual
companies
Individual
companies
Business
Associations
Business
Associations
MediaMedia
OtherOther
AVE providers
Draft
AVE curricula
Draft
AVE curricula
QuestionnaireDirect contact
Implemented
AVE curricula
Implemented
AVE curricula
Correction Improvement

18. 18
Organisational structure of new VET
Business
represenARSTAives
Business
represenARSTAives
Public
Authorities
Public
Authorities
Student
representatives
Student
representatives
Teacher
representatives
Teacher
representatives
Final
AVE curriculum
Final
AVE curriculum
AVE providers
AVE training
process
AVE training
process
AVE
Management board
AVE
Management board
Implementation
responsibility
Decision
Making
Reporting
Continuous
improvement
Continuous
input

19. 19
New model for VET
Demand for a new
AVE program
Demand for a new
AVE program
AVE provider
AVE provider
Labour
Market
Labour
Market
draft
AVE curriculum
draft
AVE curriculum
Definition of
demanded skill
Step 1Step 2
Step 3 Step 4
Demand for
new skill
IMPLEMENTATION OF AVE
Final AVE curriculum
IMPLEMENTATION OF AVE
Final AVE curriculum
Step 5Step 5 AVE
Management board
AVE
Management board
suggestion correction

20. 20
Agreements with
1. Enterprises
2. Government
3. Educational org.
1. Final detailed
Documents
1. Establishment of
co-operation body
Awareness rising activities
1. Enterprises
2. Government
3. Educational org.
Curricula
Training
Of the
trainers
Official
Recognition of
AVE
Evaluation by
-ministry of educ.
-Swedish evaluator
-
Phase 1 Phase 2 Phase 3 Phase 4
Self-employment
Project
Management
Agreements with
1. Enterprises
2. Government
3. Educational org.
1. Final detailed
Documents
1. Establishment of
co-operation body
Awareness rising activities
1. Enterprises
2. Government
3. Educational org.
Elaboration
Of
curricula
Training
Of the
Pilot group
Evaluation by
-ministry of educ.
-Swedish evaluator
-
Dissemination
activities
Employment