VET & Globalisation: Trends, challenges, success stories

in Europe

Tom LeneyInternational Research and StrategyQCALeneyTO@qca.org.uk

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Theme 1Globalisation and skills

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GLOBAL DRIVERS – 8 DIMENSIONS

• The unpredictable global economy **– Global/local factors in anticipating skill needs **

– Technological and IT change **

– The (international) organisation of work **

• Demographic factors: a youthful population • Migration **• The policy dimension: Economic &Social factors

– strong social model, or ‘catch as catch can’? #• Environmental change #

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THE KEY ARGUMENT

• In a situation where globalisation creates uncertainty

• High quality VET is a robust strategy as a country, region or sector moves towards a knowledge economy

• The argument is for innovative VET

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THE KNOWLEDGE ECONOMY : Lifelong learning/VET

• Modernisation is essential .. (for) high levels of prosperity, social cohesion and quality of life• The Europe of dynamism, innovation and openness sits side by side with the Europe of 19 million unemployed, child poverty and stagnant growthEuropean Commission Communication to Heads of State, 2005

The successful countries tend (PISA) to achieve high basic standards for (almost) all

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WHY RAISE EDUCATION AND SKILLS LEVELS?

1. Effective modern economies will produce the most information/knowledge, with jobs increasingly skill/knowledge intensive

2. In the global economy, those who invest heavily in education and skills benefit most in economic and social terms

3. This is a tough challenge for education and training governance/ suppliers Some succeed.

Andreas Schleicher, OECD, briefing for the EU, 2005

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Theme 2Challenges facing countries: What can we learn from VET in Europe?Lisbon: economic, employment, social, inclusion, environmental goal

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PRIORITY INDICATORS FOR EUROPE

What are the agreed priority indicators for lifelong learning?

1. Reduce numbers of 15 yr olds with low basic skill levels 2. Reduce the numbers of early school leavers 3. Raise the percentage of young people with at least upper

secondary education 4. Increase university graduate numbers in maths, science,

technology; address gender imbalances 5. Increase adult participation in E&T 6. Raise levels of investment in human resources

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QUALITY VET REDUCES NO. OF EARLY SCHOOL LEAVERS

16 of 19 European countries with a high proportion of young people in IVET have high upper secondary completion rates and low dropout rates

The challenge is quality• Programmes attractive to learners and enterprises• Flexibility, focus on the learner• Links to general education• Valuing/recognising formal, informal and non-formal

learning• Pathways to higher education (No dead ends!) Quality IVET: a robust strategy, at least across Europe

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CONTINUING TRAINING – A KEY CHALLENGE

Most countries: unacceptably low participation. • High status jobs/low status jobs

• High education level / low level of education

– Younger workers /older workers.

– Men / women.

– Migrants marginalised.

– Sectors: communications / textiles; expansion / decline

Raising levels of continuing training to update skills and competences.

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DEVELOPMENT OF LIFELONG LEARNING STRATEGIES

Few countries have well-advanced LLL strategiesApproaches?

Cradle to the grave EmployabilitySocial inclusion

How best to anticipate education and skills needs in an uncertain environment?

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Theme 3Innovation and success

Building up: capacity for change, capabilities, partnerships, links between

strategies

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EXPERT LEARNERS

• Empowering learners is the strong way to tackle the need to improve learning• Expert learners are self-directed and goal-oriented, able to use their skills to make best decisions about their learning• A danger is a divide between expert and novice learners – with low self image, poor learningstrategies, little reflective ability

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• From didactic VET teaching to an outcomes-based approach (programmes, teaching, learning, assessment, qualifications, frameworks)• Learning is focussed on real problems – in the workplace• Underpinned by general education / key competences• Partnerships mean efficient organisation –employer needs• Skilful teachers and trainers

THE SHIFT TO COMPETENCE-BASED TEACHING / LEARNING

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Success stories: the Nordic countries

A small skills gap: those who consider they don’t have the skills for working life• A small credentials gap: they have the credentials to back the claim• A high proportion of people recently took part in education or training• A high proportion affirm there are few barriers to participating in learning• A small proportion say there is nothing to motivate them for further involvement in education and training• Few young people lack basic skillsInstitute for Future Studies in Sweden, from Euro barometer data (see A Giddens 2006)

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Success stories: A company - Telefonica

1984 – 9 m customers, basic telephone service, in Spain2006 – 180 m customers, integrated IT solutions, in 18 countriesTelefonica• Has developed a competency framework. Based on value of trust.• Consisting of broad skills, including: client facing, flexibility, communication, contribution to production, innovation, collaboration, interpersonal development.• Defined macro roles (10 groups) have added functional and business skills.• Basis for HR, training and mobility programmes.

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USEFUL SOURCES

EC DG Employment - http://ec.europa.eu/dgs/employment_social/index_en.htmEC DGEAC – http://ec.europa.eu/education/index_en.html

OECD - http://www.oecd.org

ETF – http://etf.europa.eu

CEDEFOP – http://cedefop.europa.eu

REFERNET UK – http://www.refernet.org.uk

QCA – http://www.qca.org.uk