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9119 EN – TI-AQ-17-002-EN-N
CEDEFOP’S MAGAZINE
PROMOTING
LEARNING FOR WORK
ISSUE 10 / MAY 2017
MAIN STORY:
CEDEFOP’S EUROPEAN
VET OPINION SURVEY
INTERVIEW:
EVARIST BARTOLO
European Centre for the Development FEATURES:
of Vocational Training TREATY OF ROME AND VOCATIONAL
Europe 123, 570 01 Thessaloniki (Pylea), GREECE TRAINING
PO Box 22427, 551 02 Thessaloniki, GREECE VET IN THE 21ST CENTURY
Tel. +30 2310490111, Fax +30 2310490020, Email: communications@cedefop.europa.eu
www.cedefop.europa.eu MEMBER STATES: FRANCE
/cedefop @cedefop
CONTENTS
ISSUE 10 / MAY 2017
The European Centre for the
Development of Vocational
Training (Cedefop) is the
European Union's reference
centre for vocational education
and training.
We provide information on and
analyses of vocational education
and training systems, policies,
research and practice.
Cedefop was established
in 1975 by Council Regulation
(EEC) No 337/75.
Front cover photo: © Euroskills 2016
EDUCATION: INVESTmENT IN HUmAN CAPITAL
INTERVIEW
4
Evarist Bartolo, minister for Education and Employment, malta
TREATy OF ROmE: ΤΗΕ ROOTS OF TODAy’S
ARTICLE
6
EUROPEAN VET POLICy
By Mara Brugia, Cedefop Deputy Director
VOCATIONAL EDUCATION AND TRAINING IN THE 21ST CENTURy
ARTICLE
8
CREATING COLLABORATIVE TRAINING NETWORkS
ARTICLE
10
By Isabelle Michel, Education and training adviser: CoTraiN Project manager
Publications Office of the
European Union, Luxembourg
SkILLS AND EmPLOymENT FOR REFUGEES
ARTICLE
11
ISSN: 2363-0183 AND ASyLUm SEEkERS
TI-AQ-17-002-EN-N
No of publication: 9119 EN
Free of charge
EUROPEAN CITIzENS’ OPINIONS mATTER
#VETOPINIONSURVEY
© Cedefop, 2017
12
All rights reserved. Antonio Ranieri, Cedefop Head of Department for Learning and Employability
Head of Department for
Communication:
mORE POWER TO THE INDIVIDUAL:
MEMBER STATES
Gerd-Oskar Bausewein 15
Editor: Rosy Voudouri CAREER DEVELOPmENT IN FRANCE
Designed by adam@artdirector.gr By ReferNet France
Printed in the European Union
on elemental chlorine-free bleached
paper (ECF) SHEDDING LIGHT ON SkILL mISmATCH IN THE
INTERVIEW
16
Cedefop: Europe 123, EUROPEAN LABOUR mARkET
570 01 Thessaloniki (Pylea), Greece Konstantinos Pouliakas, Cedefop expert
Postal address: PO Box 22427,
551 02 Thessaloniki, Greece
VALIDATION OF NON-FORmAL AND INFORmAL
#VALIDATIONEUROPE
Tel. +30 2310490111
18
Fax +30 2310490020 LEARNING IN EUROPE: PROGRESS AND CHALLENGES
communications@cedefop.europa.eu
www.cedefop.europa.eu
A GREEk PHILOSOPHy TO DEVELOPING THE RIGHT SkILLS
ARTICLE
20
Subscribe 22
to the electronic
NEW CEDEFOP PUBLICATIONS
edition
COMING UP 23
02 | SKILLSET AND MATCH
EDIToriAL
VE T: preferred
learning experience
JAmES CALLEJA
of the
future
CEDEfop DirECTor
Umair Haque, media guru and innovation strategist, wrote that ‘the
purpose of pain is transformation; the price of transformation is pain!’
When your goal is to change mindsets, progress can be a painful
exercise.
On the 60th anniversary of the Treaty of Rome, it is pertinent to
recall that Article 128 triggered a transformation process to create a
common European vocational training policy. Cedefop has been a
catalyst for change in vocational education and training (VET) for
over four decades. Our core business is to prompt individuals to
make VET a first choice.
Transformation has its anchor in the past while aspiring to move
into a better future. It can be painful when it involves change.
Transformation cannot come from simply repeating the same actions;
When your goal indeed, Albert Einstein believed it a sign of insanity to do the same
is to change
things over and over but expect different results.
Cedefop’s project on the changing nature and role of VET in
mindsets,
Europe is prompting reflection on its future beyond conventional
political discourse. It aspires to support different mindsets for VET. It
progress can be a
frames VET in a dimension compatible with the challenges of a 21st
century labour market and modern modes of learning. knowledge
painful exercise
and skills need to be seen as a bridge to quality of life.
Backed by the results of our opinion survey, we know that VET
“ has a positive image in many member States. In others, more work
needs to be done. But we are on the right track to position VET a
step higher in the esteem of employers, policy-makers, social
partners and stakeholders who need to attract the right skills for jobs.
European initiatives, such as those on validation, apprenticeships
and work-based learning, and skill mismatch, are among Cedefop
work themes; it shares findings and evidence with the Commission,
member States and social partners. In doing this, Cedefop is
spearheading action in countries that seek to transform VET into the
preferred learning experience of the future. ■
MAY 2017 | 03
iNTErVIEW
by roSY VoUDoUri
Education:
investment “ in human capital
We pay lip service to the concept
of education as an investment
and not simply as a cost but do we really
believe this? I think not.
EVARIST BARTOLO
MiNiSTEr for EDUCATioN AND EMpLoYMENT, MALTA
A prolific writer with a employability. We need to need a paradigm shift in how we
background in teaching and contaminate education with as look at education and develop
much reality as possible. It should skills and talent. We pay lip service
communication, Malta’s
be obvious that learning takes to the concept of education as an
Education Minister has place not only in buildings called investment and not simply as a
‘moderate but deeply held’ schools or educational institutions, cost but do we really believe this? I
views, as the biography on his but also beyond the confines of think not. We have developed
own website states. Evarist these buildings. We should open tools to consider as strategic
up the formal education experience investment what we spend on
Bartolo is certainly firm in his
to real situations in society and at physical infrastructure, but then we
vision for education in the the workplace: schooling and fail to consider as strategic
modern world, a useful asset education closed within themselves investment the human software to
while his country holds the become sick, feeble, obsolete and operate this hardware: the money
rotating EU Presidency in the irrelevant. The biggest challenge we need to spend on the
facing formal education at every development of skills and talents.
first semester of 2017. He level is to create a world, where we How are we going to translate the
explains all to Skillset and match. no longer believe that its role is to New skills agenda for Europe and
drill students to pass tests and the Council decision on upskilling
What do you think are the exams so that they end up with pathways if funds are available to
biggest challenges education in certifications and qualifications; build state-of-the-art
Europe faces and what are you what really matters is whether our infrastructures with much less
doing to address them during educational experience is built on importance on investing in the
Malta’s EU Presidency? empowering our students with people to run and operate these
We need to do all we can to make knowledge, skills, competences, infrastructures?
education as relevant as possible, character and the ability to
to help equip our people with the continue learning. member States How important is vocational
skills necessary for life and and the European Commission education in the current ever-
04 | SKILLSET AND MATCH
iNTErVIEW
Student and trainer at the Malta College of Arts, Science and Technology
photo: © mCAST
changing labour market move in, dangling their illusory assisting Malta in various
landscape? solutions made up of economic projects, including a recent
I dislike intensely classifying nostalgia and economic patriotism. review of its apprenticeship
education as academic or system. Has that support been
vocational. I prefer to talk about In a recent newspaper article fruitful and are there other areas
good quality education or you referred to Cedefop as a where Cedefop can help?
mediocre education. We need success story. What, in your This review has been very useful
good quality education that opinion, is its biggest success? and Cedefop has been an
develops the skills and The work being done by Cedefop excellent critical friend. We need
competences of people where they is precious, as it is evidence-based such collaboration, where
not only acquire knowledge about and open to the diverse realities of Cedefop helps member States to
a particular area but also know member States. The emphasis on face our challenges. This is useful
how to apply and what to do with the need to address the skills for Cedefop as well to ground
that knowledge. So let us have deficits and to forecast skills itself in the different realities of the
education that is relevant for mismatches should help formulate member States, instead of being
today’s and tomorrow’s economy realistic policies. For many years aloof, prescribing abstract
and society, where people will be we have been stating that approaches and policies. I look
expected to have new skills and to spending more on education, forward to having Cedefop
have the resilience to learn them. attracting more students to producing more practical research
Democracy and prosperity depend universities is intrinsically right. We on the realities of the member
on our ability to provide lifelong should go beyond this and States, the state of the skills and
learning to our citizens. When demand not simply more talent pools in our countries, and
skills become obsolete and jobs education but education of the the mismatches that we have,
die, whole communities go into right kind, relevant for life and helping us forecast the skills we
decline and thousands of people employment in the 21st century. need for the coming years and
are pushed into social exclusion. If Cedefop helps us policy-makers to how to address them. Every
mainstream politicians and parties ground in this complex reality. country has to find its own way but
are not able to engage with these we can learn from each other with
citizens and address their In its supporting for Member Cedefop playing a coordinating
concerns and needs, populists States, Cedefop has been role. ■
MAY 2017 | 05
#EU60
TREATY OF ROME:
the roots of today's
European VET policy
by mARA BRUGIA
CEDEfop DEpUTY DirECTor
‘Since the start of my mandate, I have made clear that I policy documents, showing how consistent this policy
wanted a more social Europe,’ President Juncker focus has been over the years.
stressed in his 2016 state of the union address. The legal basis of these stated objectives is the
Following a period that centred on addressing Treaty of Rome, which, in 1957, laid the foundation
economic and employment challenges, current of today’s European Union. Among the aims of the
European Union (EU) policy aims to counteract Treaty was establishing a common market and free
growing social inequalities, the negative impacts of movement of workers. It explicitly included VET,
globalisation and technological change, and rising preparing the grounds for a common European
nationalistic trends. vocational training policy (Article 128). The Commission
An EU social rights pillar is being prepared to help was assigned the task to promote close cooperation
understand better member States’ employment and between member States in ‘basic and advanced
social performance. Its skills, education and lifelong
learning policy domain complements recent EU
initiatives to reduce unemployment and help citizens 2017 MArKS:
adapt to changing skill requirements. Vocational
education and training’s (VET’s) excellence and
the EU’s 60th anniversary: Treaty of Rome, signed
inclusive approach remain important building blocks in
by Belgium, Germany, France, Italy, Luxemburg
this policy agenda.
and the Netherlands on 25 March 1957, and the
commitment to a common VET policy since its
TIMElESS goAlS
very beginning;
One of the objectives set out in the 1963 Council
Decision on a common vocational training policy,
30 years of Erasmus, now Erasmus+, originally
reads: ‘To broaden vocational training on the basis of a
launched as mobility programme for higher
general education, to an extent sufficient to encourage
education students, it now also builds on other EU
the harmonious development of the personality and to
programmes and offers various VET and adult
meet requirements arising from technical progress,
learning opportunities;
new methods of production and social and economic
developments.’ This is echoed in calls in current EU
the year of adult learning.
06 | SKILLSET AND MATCH
#EU60
The Council shall, acting
on a proposal from the
Commission and after
consulting the Economic and
Social Committee, lay down
general principles for
implementing a common
vocational training policy
capable of contributing to the
harmonious development both
of the national economies
and of the common market.
Article 128, Treaty of Rome
vocational training’ (Article 118). A newly created the proposed policy responses. However, in today’s
European Social Fund provided financial support to globalised and technology-driven economies, change
retrain unemployed people, albeit to a limited extent. happens much faster. Push and pull factors are
becoming ever more complex. Having 28 instead of six
A BRoAD TERM member States allows for shared principles but not for
Although the term ‘vocational training’ was not defined, one-size-fits-all solutions. Policy measures and tools
evidence suggests it was understood in a broader sense have developed further; so has VET that can lead to
than may be thought: formation professionnelle nearly all qualification levels.
comprised initial training, skills updating and retraining, Following a long period within the Commission’s
and addressed youth, adult workers and people in education portfolio, VET is again part of its employment
‘supervisory positions’. and social policy branch. It is seen as powerful lever to
VET’s integration as social policy lever in the Treaty help raise citizens’ skill levels and boost economic
was driven by France and Italy. Italy was strongly growth. To tap VET’s inclusive and excellence potential
interested in a common VET policy to help address its requires the cooperation of all actors and the right policy
substantial structural unemployment. France’s proposal mix: education and training, industry, economic,
to involve social partners in the negotiations eventually employment and social policies need to complement
led to the establishment of an economic and social each other.
committee under the provision of the Treaty; this On the occasion of the Treaty of Rome’s 60th
institution later proposed setting up a European centre anniversary, the Commission intends to check if today’s
for VET, i.e. Cedefop. VET is fit for the 21st century and develop a vision for
VET had already featured in the European Coal and the next decade. To do so, requires understanding the
Steel Community. Its 1952/53 activity report included different concepts that underpin member States’ VET
measures still topical today: anticipating skill supply and systems and how they have evolved over time. With its
demand to inform decision making; removing mobility analysis of the changing nature and role of VET,
obstacles; better matching skill supply and demand; and Cedefop will contribute to these reflections
information on VET benefits. While the proposal to (see pp. 8-9). ■
harmonise training to ease mobility was later ruled out,
the recognition directive and the European qualifications
framework make qualifications more comparable. The
principles endorsed in 1963 went further, also ensuring
Council Decision of 2 April 1963
transition from general education to VET, progression to
laying down general principles for
‘higher level activities’ or career information and guidance.
implementing a common
vocational training policy
EVER-CHANgINg lANDSCAPE
Sixty years after the Treaty of Rome, Europe’s
challenges resemble those of the past, as do some of
The Treaty of Rome, 25
March 1957
MAY 2017 | 07
ARTiCLE
by SofiA-MAriA GiANNoULi
Vocational education
and training
in the 21st
century
“ It’s always healthy to examine
your old habits and see if they still apply
to the society you live in today
Rapid technological challenges in vocational education VET and higher education get so
advancements occurring around and training (VET). The three-year blurred that there will be no sense
the world are currently study on the changing nature and in distinguishing between them at
photo: © Euroskills 2016
transforming the labour market, role of VET in Europe is expected all?’
creating new learning to conclude in 2018. Initial findings The point is crucial, since
environments in the process. were discussed at a Cedefop vocational-oriented education and
Above all, increased focus on workshop in Thessaloniki. training encompasses many
digitalisation is modifying At the helm of the project is different inter-sectoral institutions.
traditional employment, rendering Cedefop expert Jens Bjornavold This explains why countries not
certain jobs obsolete and creating who argues that ‘to provide only use different national terms
new ones. targeted and timely advice at when referring to VET but also
Cedefop has brought together national and European levels, one have different understandings of
a diverse array of researchers and must take a step back and allow its content.
policy-makers to collaborate in a for a historic perspective of VET to VET is constantly expanding
project aiming to offer valuable take shape.’ and being integrated in higher
insights into tackling upcoming learning institutions, a shift which
VET VS HIgHER EDUCATIoN has many fearing it could alter its
From an organisational fundamental characteristics. mr
standpoint, 3s Bjornavold maintains that the
Unternehmensberatung project study’s preliminary findings
coordinator Jörg markowitsch has indicate the existence of a
found associating the diverse vocational drift instead, brought
input of an international about by many higher education
consortium of five major institutions adopting VET methods
institutions and more than 100 and approaches to develop a
researchers a demanding task. He closer link with the labour market.
notes that the questions emerging ‘For example, they use
from these complex synergies apprenticeships and heighten their
concern the conceptualisation of focus on practice-based training,’
VET: ‘Will VET survive as a he says, adding that
photo: © Euroskills 2016
concept in the next 20 or 30 ‘notwithstanding convergence
years? Or will the line between tendencies, universities and
08 | SKILLSET AND MATCH
ARTICLE
advanced vocational education political context. The 2010 Bruges forecasting skill supply and
will ultimately achieve the balance Communiqué had European demand. Cedefop expert Hanne
needed to coexist.’ ministers agreeing with strategic Christensen sees the project as ‘a
Demography and social partners on the adoption of unique opportunity for interaction’
socioeconomic fluctuations in a common approach to maximise and encourages more policy-
Europe are also reshaping the VET’s quality and status in the makers and social partners to
VET sector. Jon Erik Dølvik, from Union. This understanding was ‘offer their input into this process,
Norway’s FAFO Institute for reinforced five years later with the so that all pedagogical,
Labour and Social Research, endorsement of several key epistemological and
remarks that ‘owing to labour medium-term deliverables, known socioeconomic outlooks are taken
migration, one of the most as the Riga conclusions. into consideration.’
important trends today, the Euro- ‘Cedefop’s new study is timely Cedefop Director James
pean labour market is undergoing from a governance perspective, Calleja doesn’t shy away from the
transference of skills and trades.’ since at the European level we are fact that ‘the road to diversification
As VET also concerns equal starting to think about the post- is long,’ albeit decidedly
citizenship, the sector faces the Bruges framework for EU-VET ‘rewarding’. When it comes to
occupational change of integrating cooperation,’ affirms Joao Santos, weighing in on the project’s
a rising number of refugees Deputy Head of Unit at the usefulness, the Danish
seeking asylum in Europe, into Directorate-General for Technological Institute’s Tine
VET systems (see p. 11). Employment, Social Affairs and Andersen takes into account her
Inclusion. Mr Santos expects that country’s century-old expertise
THE POLITICAL CONTEXT evaluation of the intelligence regarding VET and observes that
This year marks the 60th provided by Cedefop’s study will ‘systems get into habits, the same
anniversary of the Treaty of Rome be taken into account when way humans do; so, it’s always
which officially established the defining a new action plan post healthy to examine your old habits
European Economic Community. 2020. and see if they still apply to the
Vocational education and training The changing nature and role society you live in today.’ ■
was featured prominently in this of VET in Europe is an inter-
historic agreement (see pp. 6-7). disciplinary project which feeds
Over the last decade, the into and builds on existing
European Commission has Cedefop work, such as the
progressively showcased VET in a European VET opinion survey and
The changing nature and role
of VET in Europe
MAY 2017 | 09
ARTiCLE
by iSAbELLE MiChEL, Education and training adviser,
CoTraiN project manager
Creating
c o lla b o r a t iv e
training networks
“ Some countries, such as Austria, Germany and
Switzerland, have developed good alternative and
complementary models through collaborative training
coach Italian (Centoform) and
Belgian partners (IFAPmE and
CEFA) to build collaborative
training pilots. All participate in
developing the system in our
countries and also collaborate to
produce a methodology guide and
a didactic video. These tools will
Tackling skills gaps is one of the • training centre staff face be available by spring 2019.
main objectives of current difficulties in finding companies Now in the diagnosis phase,
vocational education and training fit for dual training and have to CoTraiN is trying to formulate its
(VET) policy. Even after dual compensate; models and needs, in order to
training, apprentices who apply to • policy-makers find it difficult carry out tests, in September
different employers from their making lifelong learning a fact 2017, in four selected sectors:
apprenticeship can have skills that and driving economic metal industry, catering trade,
may not fit with the requirements development. administration area and wood
of the new context. Why is this? The problem often lies in the industry.
mainly because the ‘training’ ‘classic’ dual training model: one This project has been possible
company activities and/or its youth, one company. thanks to the Erasmus+
labour organisation do not cover Some countries, such as programme and, mainly, to
all the activities or skills of the Austria, Germany and Switzerland, Cedefop, which, in autumn 2015,
occupational profiles, especially have developed good alternative organised a conference on
where there are many SmEs. and complementary models by engaging SmEs in apprenticeship.
There are several issues: implementing collaborative This provided the opportunity to
• employers cannot find the skills training, where a company build such an ambitious
they need to develop their provides vocational training partnership. ■
company; together with one or more firm(s).
• the young are not fully trained The education centre Cepag
and cannot offer the required (Belgium) took on the challenge to
skills even though their bring together German (inab) and
More information about the
project on www.cepag.be
vocational training is completed; Austrian (öibf) partners which will
(in French).
Click on the CoTraiN logo.
10 | SKILLSET AND MATCHARTiCLE
by pEDro MorENo DA foNSECA
skills and
e m p lo ym e n t
for refugees and asylum seekers
Evidence shows that
humanitarian migrants have a
structural disadvantage accessing
VET tools which could help them
integrate more effectively. To
address this issue, countries need
photo: © Shutterstock_Frank Gaertner
not only to adapt existing systems
and regulations: they have to create
new services.
Early, flexible and simplified
support is needed, on tailoring
courses, language development,
Since 2014, the European Union for different reasons. For example, guidance, recognition and
(EU) has witnessed a sharp rise in in Belgium, 47% of humanitarian validation. Fast track procedures
the number of asylum applications migrants are employed, compared can be put into place for quicker
by third country citizens. This is to an average of 53.9% for all third integration of individuals with high
mainly due to the civil war in Syria, country immigrants. Similar integration potential. Higher
which has displaced over 7.5 million differences can be found in other stakeholder engagement and
people and pushed 5.9 million to host countries, such as Germany integrating regional networks of
become refugees, according to (57.6% against 67.7%) or Austria employers and third sector
UNHCR estimates. Adding to this (60.2% against 64.9%). associations must also be
flow, large numbers of Iraqi, Somali In October 2016 a joint stimulated. New support
and Afghan citizens have been Cedefop/OECD meeting on programmes should be piloted,
forcedly displaced and joined the upskilling, reskilling and employing monitored and evaluated to assure
ranks of people seeking safety adult refugees gathered quality and success. Funding
along the Eastern mediterranean representatives of the European sources should be combined and
migration route. Refugees are also vocational education and training exploited to ensure appropriate
risking dangerous boat crossings to (VET) community, the UNHCR and initiative scope and stability.
arrive on the shores of Italy from the ILO. They discussed how Harmonising and sharing
Libya and, increasingly, from Egypt. learning could help humanitarian information about humanitarian
Almost 52% of requests migrants quickly integrate into the migrants between countries is also
processed received a positive EU labour market, while addressing essential to stimulate secondary
response, granting protection status identified national labour needs. mobility in the EU.
either under the Geneva The meeting was followed by a Cedefop will continue to develop
Convention or equivalent national survey, jointly implemented by its research activities on this topic
humanitarian protection. Cedefop and the OECD, on and to support the development of
Humanitarian migrants have lower reskilling and upskilling strategies member State and EU capacity to
employment levels than third for refugee and asylum seeker resettle and relocate humanitarian
country citizens who have migrated labour market integration. migrants. ■
MAY 2017 | 11#VETopiNioNSUrVEY
EuropEan citizEns’
opinions
matter
“
In many cases the opinions
we collected meet or even exceed
our expectations
ANTONIO RANIERI
CEDEfop hEAD of DEpArTMENT
for LEArNiNG AND EMpLoYAbiLiTY
The first Cedefop opinion Why an opinion survey on uncertainty and complexity will
survey on vocational education VET? continue to shape our economic
Opinions are no less important and social environment in the
and training (VET) in Europe
than facts or statistics in years to come. This is both
provides unique new data on Cedefop’s work, especially when because of internal education and
how European citizens we try to understand economic or training systems factors, and
perceive its attractiveness and social behaviour relevant to VET, external matters largely out of our
or when we try to shape control: structural megatrends
effectiveness. We see, for
European policies in this area. (demographic changes, so-called
example, that most Europeans And yet the opinions of citizens, globalisation, technological
(71%) know what VET is and of end-users of VET policies, advances, digitalisation); and
two in three (68%) have a currently receive little attention at political challenges such as the
the European level. greening of the economy or the
positive opinion of it; finding a
current refugee crisis. If the
job is the number one reason Does this mean that European ‘challenge of all challenges’ is
for choosing a VET path. VET policies do not take continuous and accelerated
Antonio Ranieri heads citizens’ opinions into transformation of the economy,
account? VET policies and provision also
Cedefop’s Department for
We honestly believe that VET has need to adapt, change, and
Learning and Employability, improved across EU countries continuously innovate. In this
which was in charge of the over the past decades, with EU scenario, ready-made answers
survey. He speaks of the policies to make VET provision do not work. If we want to explore
more responsive to the labour new avenues and understand
important role people’s
market or to place VET in a how European initiatives can
opinions can play in designing lifelong learning perspective. support national VET policies,
future VET policies. However, we are aware that listening to the voice of the
12 | SKILLSET AND MATCH#VETopiNioNSUrVEY
photo: © Shutterstock_blvdone
citizens is as important as economy, help reduce Finding a job is the number one
analysing facts and figures. unemployment, and tackle social reason for choosing a VET
inclusion. Almost nine in 10 VET programme. However, there are
What is the scope of the graduates at upper secondary also cases where the citizens’
survey? level are happy with the work- voice is less clear and rather
The survey addressed European related skills they acquired during contradictory. For instance, in
citizens aged over 15, resident in their studies, and eight out of 10 spite of the positive opinions on
the EU. All member States are consider VET in general a good many of the aspects addressed in
covered. The survey focuses on choice both for personal and the survey, most of the
initial VET (IVET), more professional development. respondents still continue to
specifically on IVET at upper
f
secondary education and training,
and addresses a wide range of AboUT ThE SURVEY
topics in four main areas: citizens’
awareness and knowledge of
Cedefop’s first opinion survey on vocational education
VET; attractiveness of and access
and training (VET), produced in partnership with Kantar
to VET; satisfaction and
Public, explores European citizens’ perceptions of VET in
experience of VET users;
the EU-28 Member States.
perceived outcomes and
effectiveness of VET.
ThE SUrVEY IN NUMBERS
So, what do Europeans think of
vocational education and 6 120 COGNITIVE INTERVIEWS
training?
in EU COUNTRIES to test and improve the questionnaire
In many cases the opinions we
collected meet or even exceed
our expectations. most of those
30 INTERVIEWS conducted in each EU Member State to pilot the survey
surveyed have a positive opinion
of VET; more specifically, they 35 646 INTERVIEWS conducted in total –
value VET at upper secondary
level as a way to strengthen the
with up to 2 200 INTERVIEWS in a single country
MAY 2017 | 13#VETopiNioNSUrVEY
see VET as a second choice for
second-rate students. WhAT Do EUROPEAN CITIZENS
How can survey results help to
ThiNK of
shape VET policies? VoCATioNAL EDUCATioN AND TrAiNiNG?
As an example, one of the
findings from the survey is that
one in two people who opted for
general education at upper ThE POSITIVE
secondary level stated they had
little information about VET 7 10
options. VET is also often
in EUROPEANS know what VET is
perceived to offer few progression
opportunities to higher education,
while we know that this is not
Finding a job is the No 1 REASON among Europeans for choosing VET
really the case in EU member
States due to reforms in recent
decades. In many countries there
2 3
in EU CITIZENS (68%) have a positive opinion of VET
is still a need to address negative
public discourse on VET which
tends to reinforce stereotypes 87% of VET STUDENTS are happy with the work-related skills
and misconceptions. When we
they developed
look at survey results across
countries, we see a strong
correlation between the level of
information people receive and
60% of VET STUDENTS found their first long-term job before or
within a month of finishing their studies
their participation in VET
programmes. The potential of
lifelong guidance is not fully used,
which suggests that this is an
40% of RESPONDENTS would recommend VET to young people,
area for further policy
while only
27% would recommend general education
developments in the immediate
future. ■
ThE NOT-SO-POSITIVE
photo: © Euroskills 2016
84% of EU CITIZENS agree that general education has a more
positive image than vocational education in their country
3 4in
EUROPEANS think that students with low grades are directed
towards vocational education in their countries
1 3
in
EU CITIZENS do not think that VET leads to well-paid or highly
regarded jobs
40% of EU CITIZENS were not given information about VET when
making a decision about their upper secondary education
1 4
in
GENERAL EDUCATION STUDENTS were advised against taking
VET when making a decision about their education
14 | SKILLSET AND MATCHMEMBER STATES
France is pushing ahead with its vocational training strategy to make
individuals the main protagonists of their career development.
January 2017 saw the entry into force of the personal activity account
(CPA, Compte personnel d’activité) as a complement to existing training
access measures (training plans, individual training leave, individual
stages, etc.).
More power to
the individual:
career
development in FRANCE
The new CPA groups together three individual accounts allowing for
accruing rights:
photo: © Shutterstock_Muratart
• the personal training account (CPF, Compte personnel de formation);
• the personal account for the prevention of arduous working conditions
(C3P, Compte personnel de prévention de la pénibilité);
• the citizen’s commitment account (CEC, Compte d’engagement
citoyen) for volunteer activities.
This portfolio of individual accounts is an innovative scheme for
employment and training. The accounts it brings together remain
independent, but rights accumulated in each of them can now be added
to each other through the whole career and converted into hours of
training.
Both CPA and CPF are presented as ‘universal rights’, as they are
open to every individual regardless of status – employee, civil servant, job
seeker, self-employed (from 2018) – from the outset of working life until
death. Individuals can also now decide to start a training course at any
moment, using the rights accumulated in all three accounts whatever their
status.
An important feature of the CPA is its online services, through which
citizens become aware of their training rights and can shape their own
learning project. The new tool has been promoted widely by the
government in the press and through TV. Its impact will be assessed
CPA online services
annually.
Training is a potential response to arduous conditions in the workplace
in that it encourages mobility between occupations. It is also a means for
holders to build up their skills by doing volunteer work. Through its
universal dimension, the CPA becomes one of the main tools for building
a ‘learning citizen’s life’.
by REFERNET FRANCE
www.centre-inffo.fr ■
MAY 2017 | 15iNTErVIEW
Shedding light on
skill mismatch
“ in the European
labour market
To achieve sustainable skills
matching in jobs, both workers and
firms must ‘break sweat’
kONSTANTINOS POULIAKAS
CEDEfop ExpErT
Cedefop’s skill mismatch Many have suggested that skills are underutilised tend to
research and European skills Europe suffers from skill have lower wages and less job
and jobs (ESJ) survey show that mismatch. But is it a major satisfaction, relative to their well-
European Union (EU) countries problem? matched peers. And while fewer
with more responsive education All economies have some form of employees in jobs suffer from
‘natural’ skill mismatch: sustained skill gaps over time,
and training systems are likely to
companies’ skill needs change there is a strong negative
experience fewer skill shortages
dynamically, existing employees’ relationship between skill gaps
and mismatches. Vocational skills become obsolete, and many and individual productivity.
education and training (VET) young workers accumulate work-
plays a key role when adult related skills during their transition Why is it difficult for companies
workers find themselves out of to the labour market. Countries to find employees with the right
work or in search of alternative have varying degrees of skill skills?
career options, but education mismatch, depending on how Around 39% of EU companies
and training systems alone responsive their education and said in a 2013 European company
cannot solve the skill mismatch training systems are and the survey that they cannot find
problem. The way labour flexibility and quality of their labour candidates with the right skills. But
market institutions work and the market institutions. What we also Cedefop’s analysis shows that, for
overall economic context matter. see from Cedefop’s ESJ survey is many firms, such difficulties do not
that skill mismatch is often necessarily arise because of skills
The role of employers is also
persistent, especially when deficits among job candidates.
crucial, as better managed firms
people’s skills are not effectively Hiring difficulties are often related
tend to have lower skill used at work. About eight in 10 to the offer of unattractive jobs or
shortages. Cedefop expert people who started their job as because some firms deploy
Konstantinos Pouliakas overskilled workers have inefficient recruitment and
gives an insight into the agency’s remained so over time. This is retention strategies. For example,
work on skill mismatch. important because people whose we know from the Uk employer
16 | SKILLSET AND MATCHiNTErVIEW
photo: © Shutterstock_Dmitry kalinovsky
skills survey, the biggest of its policies: the inventory has workplaces where their work tasks
kind, that about a fifth of all highlighted that the key to skills evolve accordingly. Unless
vacancies arise due to the inability matching lies in better linking people’s everyday jobs entail a lot
of firms to find appropriately efforts to develop European tools of informal learning, space for
skilled applicants. The right policy for skills transparency and problem-solving, autonomy and
remedy may then lie in supporting validation with labour market execution of non-routine tasks, the
employers to improve their intelligence, using a range of skills of individuals will inevitably
product marketing and human policy innovations (such as stagnate and companies will suffer
resource strategies, and aid competence-based matching in the long run. ■
access to financing, rather than platforms). We must also rely on a
relying exclusively on VET partnership approach, in which the
provision. However, when education and training system
‘genuine’ skill shortages arise and bestows strong key competences,
Cedefop’s European skills and jobs
start to inhibit an economy’s but firms match this with strong
survey is the first survey on skill
healthy return to growth, VET commitment to the continuing skill
mismatch, carried out in 2014 in all
becomes crucial. formation process.
EU-28 Member States. Some 49 000
adult employees were asked ques-
What can policy-makers do to What is the main lesson from
tions about their skill development,
improve skills matching? Cedefop’s European skills and
skill needs in their
We need to ensure that good jobs survey?
jobs and the evolution
research will continue to help us The survey has taught us many
of skill mismatch over
measure and trace the issue over things about the way in which
their career.
time. The OECD PIAAC, World skills are continually developed
Bank STEP and Cedefop ESJ and used in the European labour
surveys have only recently market. Perhaps more interesting
allowed us to make significant is the revelation that, to achieve
Skill shortages and gaps in
progress in understanding the sustainable skills matching in jobs,
European enterprises: striking a
balance between VET and the
context of skill mismatch. We both workers and firms must
labour market
should also continue to exchange ‘break sweat’! Workers need to
best practice between EU member invest continuously in their skills
Tackling unemployment while
States. Cedefop recently collected development. But it is equally
addressing skill mismatch:
examples of such skills matching important that they do so in
lessons from policy and practice
in EU countries
MAY 2017 | 17#VALIDATIONEUropE
by ErNESTo ViLLALbA
VALiDATioN of NON-FORMAL AND INFORMAL LEARNING:
progress
“ and challenges
Member States are gradually placing validation
higher on their policy agendas, but decisive action is
still required in several areas
European countries are making progress towards the conference organised by Cedefop in November 2016, in
objective set by the European Union Council of having which participants emphasised the need to make
validation of non-formal and informal learning validation a reality, moving from policy to practice.
arrangements in place by 2018. According to member States are gradually placing validation
Cedefop’s 2016 update of the European inventory, higher up on their policy agendas, but decisive action is
which provides an overview of validation practices and still required in several areas to meet the principles
was published in march 2017, all 33 countries under outlined in the 2012 Council recommendation. Analysis
study offer the opportunity to individuals to have their suggests that the main challenges relate to
knowledge, skills and competences validated or are professional development of validation practitioners
developing arrangements to do so. and prioritisation of disadvantaged groups; these
The importance of skilled and knowledgeable principles exhibit a comparatively low degree and
citizens to Europe extends beyond formal education to reach of activity.
learning acquired in non-formal or informal ways.
People must be able to demonstrate what they have EURoPEAN INVENToRy oN VAlIDATIoN
learned, irrespective of where, to be able to use this MAIN FINDINgS
learning for further education and training or to • Validation arrangements are in place in 32 of 33
advance their career. European countries covered by the 2016 inventory
It was in 2012 that the Council set the 2018 target (in Croatia, a validation system is still under
for member States. To assist them in the development).
implementation of the recommendation, Cedefop, in • Validation is mostly used for awarding parts of a
collaboration with the European Commission and in qualification, mainly in conjunction with credits or
consultation with the member States, updated the gaining exemptions, as well as for accessing
European guidelines and has carried out regular education programmes.
updates of the European inventory. • Opportunities are reaching low-qualified and low-
While the guidelines elaborate on a series of skilled jobseekers, but progress is needed in use of
principles from the recommendation, clarifying the validation by disadvantaged groups.
different options and the steps countries need to take, • Data on take-up remain limited. Where they are
the inventory provides an illustration of how those available, an upwards trend can be observed.
different principles are being implemented nationally. • The four stages, identification, documentation,
The countries covered by the inventory are the 28 assessment and certification, are interconnected as
members of the European Union, the European Free outlined in the 2012 Council recommendation. All
Trade Association members and Turkey. The latest stages are used in all sectors but in different
update results are in line with the conclusions of the combinations.
18 | SKILLSET AND MATCH#VALIDATIONEUropE
National arrangements
encompassing
all sectors in place
National arrangements
encompassing
all sectors in development
Sectoral arrangements
covering one or more
sectors in place
Sectoral arrangements
covering one or more
sectors in development
SOURCE:
European inventory 2016.
• In many instances, it is possible to identify from a
certificate if the qualification has been awarded
through validation.
VALiDATioN of NON-FORMAL AND INFORMAL
• There is increasing recognition that validation
LEARNING is the process in which an authorised
arrangements require specific forms of quality
institution corroborates against a set of relevant stan-
assurance.
dards the knowledge, skills and competences that an
• Professionalisation of validation practitioners
individual has acquired outside the formal system. It is
through specific professional qualifications and/or
a process that makes all learning visible and valuable.
competence development remained a challenge in
• Greater attention has been paid recently to ensuring 2016.
national coordinating institutions for validation are in • There has been a significant increase in the number
place. of countries offering skills audits.
• There is strong variation in the level and nature of • Commonly used validation approaches are
stakeholder involvement in validation across coun- portfolios, a combination of methods, and tests and
tries. Variation in the role of different stakeholders examinations. more can be done in standardising
reflects the specificities of the different sectors. tools and the use of ICT. ■
• Countries tend to have several sources of funding
for validation. National public funding is the most
common.
• Information, advice and guidance are available in
most countries but are not always a requirement.
European inventory on
• The number of countries where there is a link
validation: 2016 update
between validation and the national qualification
framework (NQF) has increased, although the
European guidelines for
strength of links between validation and NQFs
validating non-formal and
varies across sectors.
informal learning
• Three in four countries use exactly the same
standards for validation as those used in formal
education, in at least one subsector of education.
2012 Council
recommendation
MAY 2017 | 19ARTiCLE
by STEVE bAiNbriDGE
A GrEEk philosophy
to
developing
the
right skills
“ Ancient Greece also struggled
with the best way to provide people with
the skills they needed
Surveys consistently show that around a third of life as a speech writer for the law courts before
employers cannot find the skills that they need. This becoming an educator, Isocrates saw education as
is despite a youth unemployment rate in the preparation for a useful life resolving practical
European Union (EU) of over 18% and rising levels of problems, particularly of governance.
educational attainment that foresee 40% of 30 to 40 In contrast, Plato was always involved in
year olds having a university level qualification by education as a student and as a teacher at the
2020. academy he founded. In Plato’s academy, students
But discussions about what the ‘right’ skills are did not learn to become lawyers or politicians but
and how to acquire them are not new. Ancient Greece addressed more abstract notions such as what justice
also struggled with the best way to provide people is and ideas about how life should be lived. Plato did
with the skills they needed. A debate about the value not believe that Isocrates taught philosophy at all:
of practical skills for the labour market, compared to philosophy was not a practical skill but the higher
more abstract thinking, was raging in Athens in the realm of ideas that had to be explored to form the
4th century BC between supporters of Plato’s right opinions and judgements. Isocrates was
Academy and those of Isocrates’ School. unimpressed. For him learning was more
One set of skills in favour in ancient Athens effective if it involved a practical activity
were those of ‘philosophy’. This was considered and had a practical value.
at that time as the ability to form reliable Today, our understanding of
opinions and correct judgements based philosophy is closer to
on the facts of a situation, in order to Plato’s ideas, while
deal with the problems it posed. vocational education
and training (VET)
ISoCRATES VS PlATo seems closer to the
Isocrates (not to be confused with principles of Isocrates. But
Socrates, the Greek philosopher) at the heart of the debate
founded his own school at which he between the two schools was
taught rhetoric, the art of persuasion. At the the difference in the learning
school, students learned that philosophy method rather than what was
was a practical – vocational – skill applied important to learn. Plato placed
through rhetoric. Having started his working emphasis on analytical, critical
20 | SKILLSET AND MATCHARTiCLE
thinking and reasoning to make better decisions and in ancient Athens were very successful. Today, the
improve our lives. Isocrates focused on combining traditional divide between general education and VET
natural talent with training, practice and experience to is breaking down. key skills, such as analytical
develop skills to be used for the common good. thinking, problem-solving and effective oral and
written communication skills can be acquired both by
CoMBINED APPRoACHES studying philosophy in an academic institution and at
There are modern parallels. Today there is a debate the workplace dealing with everyday situations.
about which learning route – general education or
VET – is better. But in a world being transformed by PRoVIDINg THE ToolS
demography, globalisation and technology, the In life and at work people need to combine practical
practical skills taught at Isocrates’ school need and theoretical skills with experience and the ability to
increasingly to be accompanied by the critical and think. The key is providing them with the opportunities
creative thinking developed at Plato’s academy. more to acquire these skills through whichever route they
than two millennia ago Aristotle, a graduate of and choose to learn. And employers, in their search for
teacher at Plato’s academy, but the skills they need, should not
influenced by Isocrates, saw the look just to traditional
value of combining the two learning routes but
approaches, arguing that Plato’s recognise more readily
philosophy is also useful in a their potential as
practical sense. By encouraging educators.
people to question accepted How things will
practice, philosophy can develop remains to be
influence or even change it seen. Despite his insights,
through new perspectives and Aristotle did not get the job of
approaches, opening up the director of the academy on
mind to new possibilities. But Plato’s death. Instead, he
these new insights had to be became the tutor of the future
applied through the practice of Alexander the Great and later
wisdom or intelligence. founded his own school, the
Despite their differences, both schools Lyceum. The rest is history. ■
MAY 2017 | 21PUBLICATioNS
new
CEDEFOP PUBLICATIONS
You can browse and/or download
all Cedefop publications at:
www.cedefop.europa.eu/publications
or by scanning this QR code
iN foCUS
ON THE WAY TO 2020: DATA FOR VOCATIONAL
EDUCATION AND TRAINING POLICIES
In its continuous effort to provide European policy-making with sound
evidence regarding vocational education and training (VET), Cedefop has
selected 36 indicators to quantify key aspects of VET and lifelong learning.
The report accounts for the challenges and opportunities arising from recent
developments in the international statistical infrastructure and includes
updated comparable data from the European statistical system. The
indicators were selected based on policy relevance for the Europe 2020
objectives and, while they do not claim to assess national systems, they
could be used to reflect on countries’ situations and progress towards
strategic objectives. The countries represented in the statistical overviews
include all European Union member States, along with the Former yugoslav
Republic of macedonia, Iceland, Norway, Switzerland and Turkey.
OTHER PUBLICATIONS:
■ Programming document 2017-20
Download the publication you wish
■ Future skill needs in Europe: critical labour force trends
by clicking on the cover or title
■ Briefing note – Shaping, valuing and informing vocational education
and training policy
■ Briefing note – Qualifications frameworks in Europe
■ Spotlight on VET Croatia
■ Spotlight on VET Norway
■ Spotlight on VET malta
■ Spotlight on VET Estonia
■ Spotlight on VET Spain
■ Spotlight on VET Romania
■ Spotlight on VET Cyprus
22 | SKILLSET AND MATCHEVENTS
comingup
For more information on what’s coming up
go to the events page on the Cedefop website:
www.cedefop.europa.eu/events
or scan this QR code
iN foCUS
3rD cEDEFop BrussEls
sEMinar: aDDrEssinG anD
prEVEntinG loW skills
26 JUNE
brUSSELS, bELGiUM
The seminar, organised in cooperation with the maltese EU Presidency, will
E
JUN
serve as a platform for policy-makers, social partners and other vocational
education and training and labour market stakeholders to discuss factors which
26 impact on workers’ average skill levels: early leaving from education and
training, long-term unemployment, ageing, skill mismatch, socioeconomic
background, migrant status and gender. Discussions will also focus on how to
encourage the development of systems to address low skills, a key objective of
the recommendation Upskilling pathways: new opportunities for adults.
OTHER EVENTS
meeting of Directors-General for Vocational Training (DGVT)
and conference on making VET a first choice: access to skills
MAY 29-31 VALETTA, MALTA
for jobs, social cohesion and equality, in the framework of the
maltese EU Presidency
Torino process conference 2017 on changing skills for a
changing world
jUNE 7-8 TUriN, iTALY
Cedefop policy learning forum on vocational training for the
long-term unemployed: learning from inspiring practices
jUNE 15-16 ThESSALoNiKi, GrEECE
Cedefop policy learning forum on setting up and developing
apprenticeships in Europe
SEpTEMbEr 7-8 ThESSALoNiKi, GrEECE
MAY 2017 | 239119 EN – TI-AQ-17-002-EN-N
CEDEFOP’S MAGAZINE
PROMOTING
LEARNING FOR WORK
ISSUE 10 / MAY 2017
MAIN STORY:
CEDEFOP’S EUROPEAN
VET OPINION SURVEY
INTERVIEW:
EVARIST BARTOLO
European Centre for the Development FEATURES:
of Vocational Training TREATY OF ROME AND VOCATIONAL
Europe 123, 570 01 Thessaloniki (Pylea), GREECE TRAINING
PO Box 22427, 551 02 Thessaloniki, GREECE VET IN THE 21ST CENTURY
Tel. +30 2310490111, Fax +30 2310490020, Email: communications@cedefop.europa.eu
www.cedefop.europa.eu MEMBER STATES: FRANCE
/cedefop @cedefopYou can also read
