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Challenges and Opportunities
that European countries face
Tom Leney
[email protected]
Lisbon
- Copenhagen
Consortium
November
27, 2003- MaastrichtJohan
van Rens, Director
Global Skills Village Helsinki May 2005
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Competitiveness
The ‘Lisbon scorecard’
EU is weak on competitiveness and
performance. Disappointing economic and
employment development. Lisbon goals will not
be reached without more action and innovation
Kok 2004
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Competitiveness: who leads?
 Higher gross domestic product per capita
than USA: only Luxembourg
 More productive per hour: Austria, Belgium,
France, Germany, Ireland, Luxembourg, Netherlands,
Different countries, different challenges Productivity; employment; skills; investment;
innovation
 Successful models in Europe:
the Nordic group? The case of Ireland?
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
3
Educational attainment
General comparison
Educational attainment of adults
in selected OECD countries, 2002-2003
60
50
40
30
20
10
0
EU 25
Source : OECD 2004
Australia
Canada
Low skilled ISCED 0-2
Japan
South Korea
Upper/post secondary ISCED 3-4
USA
Tertiary ISCED 5-6
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Skills and competences to
meet future needs?
• Anticipating future skills and labour market needs: new
risks, new approaches (Finland futures)
• Which are the key competences? (Estonia reforms)
– Entrepreneurship is one: active skills and/or skills for
business start-up (Austria steps ahead)
• Developing broad occupational competencies through
workplace learning is now the key factor for VET reform in
Europe (the Netherlands define)
• Validation of informal and non-formal learning opens doors
(France innovates; Slovenia reforms)
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
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Low skills
At present 80 million EU citizens are low
skilled.
By 2010 almost half of additional jobs will require
tertiary level education and almost 40 % upper
secondary level. Half (± 100 million) of EU workforce
has to up skill
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Lifelong learning: target lowskilled groups in the workplace
•
The challenge for participation in lifelong learning.
1.
2.
3.
4.
•
Only 5 EU member states reach the EU target:
UK, Finland, Denmark, Sweden, Netherlands.
Variations between sectors: Communications/textiles
Workers with lower education attainment six times lower chance to participate
in training (Frico Cheese)
Older workers (Sparbanken 55+), workers in declining industries (Poland, reskilling mining regions),migrant groups (AEDGP, Romania), workers in small
companies (Japan, automotive)……
From initiatives to strategy? (Denmark)
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
7
Early school leavers
Policies exist but benchmark of  10 % will
not be reached by all. UK disappoints. Vocational
streams and work-based learning help, but
quality, flexibility, innovative links to the world
of work are necessary
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Quality VET reduces the
numbers of early school leavers
• EU countries with a high proportion of young people in
IVET tend to have high upper secondary completion rates
and low dropout rates. Slovenia is a clear example.
• The challenge is quality
– Programmes attractive to learners and to enterprises
– Flexibility: focus on the learner
– Links to general education
– Pathways to higher education
• Quality IVET: a robust strategy - ETF’s message
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
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Lowering barriers to mobility
•
•
•
Migration after enlargement lower
than expected
VET can reduce barriers and ease
frictions that currently inhibit the
mobility of workers and learners
VET has an important role to play –
but is not the major driver behind
migration
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
10
Investment in human resources
and quality
EU spends similar % of GDP on education as
USA (5.1%). But private spending is much lower.
Investing in skills and literacy levels will increase
quality economic growth, social cohesion and
have major benefits for individuals
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VET: invest more and better!
• Investing in VET brings rewards to companies
and to individuals, though often seen as a cost
or treated with reluctance. Returns on low level VQs?
• Quality in initial VET, widening access to CVT,
increasing European links all create costs as
well as benefits: sources of funding?
• Implications for governments, employers and
individuals
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
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Innovation strategies




Ensuring highly skilled VET professionals.
Emphasis on concrete action at decentralised
level and by the social partners
Establish synergy between VET policies and
economic and employment policies. Innovation
agreements and tripartite commitment to foster
investment in human capital
Special attention to key competences, ICT
literacy and learning partnerships
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Innovation in VET teaching and
learning
• ‘Competence-based VET is explicitly aimed at the key
issues in professions and careers, and prepares the learner’
(the Netherlands; Slovenia)
– Focus on the learner: programmes and assessment
– Embrace ICT
• ICT skills
• integration into work and learning processes
– Innovation through learning partnerships (GOLO project)
– ‘Bench learning’: tools to scale up innovation (OMC2)
• Overcome the fragmentation of the VET profession (roles;
locations; IVET/CVT)
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
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Three questions
• A lifelong learning strategy so
stakeholders develop to optimise the
learning opportunities for all target
groups in the workplace?
• Quality, attractiveness, flexibility of
initial VET?
• How will we best progress the agreed
objectives, since countries are on
different starting lines for VET and may
develop differing visions of lifelong
learning?
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
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Peer learning?
• Europe enables …
– Country clusters
– Sectoral and social partner initiatives
– Networks, research, mobility, etc … involving wider publics
• Knowledge transfer
– Initiation
– Adoption/adaptation
– Capacity building
• From initiatives to sustainable innovation: up scaling
Lisbon - Copenhagen - Maastricht Consortium
Global Skills Village Helsinki May 2005
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Contacts
Cedefop
Thessaloniki Greece
[email protected]
www.trainingvillage.gr
http://communities.trainingvillage.gr
Lisbon-Copenhagen-Maastricht Consortium
QCA London
[email protected]
http://www.refernet.org.uk
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