Project partners. Basis for the project Presentation of the results of the. Future skills in the Graphical industry project

Transcription

1 Presentation of the results of the Future skills in the Graphical industry project October 30, 2014 Brussels Rense van der Heide EGIN Basis for the project Project partners Social Dialogue for the Graphical sector Work Programme The Social partners will closely monitor the development of skills needs of the sector in order to anticipate changes in skills requirements and will discuss the education and training needs and exchange best practices. 1

2 The project objectives The specific objectives in this project were: Identification / validation of future skills that have been described at earlier stages or that are being developed or researched in the lifetime of the project; The project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Published in 2014 Identification and description of the processes used for analysing skills and skills development in various countries of the EU; Selecting and describing best practices with regards to skills analyses; Identification and description of successful implementation of new skills in systems of formal and non-formal education; The project objectives Validation of best practices with added value for dissemination and or implementation at national or regional level; Arrangements to exchange information on skills needs, analyses and implementation; Dissemination via the networks of the project partners. The project methodology Desk research Online survey Analyses Report with findings Expert meeting Draft final project report Final project report 2

3 The project report Contents 1. Introduction 2. Management summary 3. Present situation of the industry 4. Education 5. Results of field research 6. Case studies, the practical aspect of change The project report 7. Best practices 8. Recommendations Annex I Terminology Annex II Structured interview Annex III List of job titles for the developments October 7 in Berlin Participants 62 Countries 16 Trade Unions Employers Education and training (VET) Training providers / consultants Headlines of the recommendations: Vocational Education and Training needs to be well facilitated to keep up with the developments in industry and society in general; The relation between VET and Industry needs to be solid to safeguard the quality of the output of VET; Social partners need to lobby EU and national governments to strengthen the position of VET and the stakeholder position of the social partners; 3

4 Headlines of the recommendations: Work Based Learning (WBL) should remain the main system of initial VET (IVET); Life-long learning should be put on the agenda again and needs to become an integral part of (continuous) VET; International cooperation is of vital importance, therefore develop a platform for exchange of information on developments. Main issues in discussions: Skills, competences and experience of employees that are made redundant should not be lost. Take measures to make re-entrance or reintegration in the industry possible; VET reforms are taking place in a number of countries, financial cuts for VET are an issue. Social partners should lobby to strengthen VET instead of weakening it. Main issues in discussions: Hiring over-qualified employees for jobs leading to low skilled workers being made redundant; Broad based versus narrow based education was discussed, advantages / disadvantages. Life-long learning systems should safe guard labour market relevance of all; Discussions about soft skills (social skills) and hard skills (technical skills). Soft skills will need priority to make workers flexible on the labour market. Programme hrs. 1 Opening of the meeting Welcome by Mr Simon Dubbins Uni Europa Graphical and Mr Fons Bakkes, Intergraf hrs. 2 Instructions, safety and the programme Mr Mike Hopkins, EGIN network hrs. 3 Report on Future Skills in the Graphical industry: Identifying and promoting best practices in Europe. Mr Rense van der Heide, EGIN network hrs. 4 Sectoral Skills Organisation from Italy Mr Marco Spada, Chairman of ENIPG hrs. Coffee / tea break hrs. 5 Changing skills in companies: Ms Claudia Mönnig, Assistant to the Management Laudert Druck 4

5 Programme Programme hrs. 6 Development and delivery of education: Case study Malta Ms Margaret Buhagiar, President of Malta Printing Industry Association hrs. Lunch hrs. 7 Print converter - behind the curve 2030 Why printing and print-engineering should remain in the curriculum of VET schools. Mr Enn Kerner, lecturer at Helsinki Metropolia University of Applied Sciences and others hrs. 8 The profile of the creative output operator. Mr David de Goede, senior lecturer of Grafisch Lyceum Rotterdam, The Netherlands hrs. Short break hrs. 9 Plenary discussion with a panel consisting of representatives of Uni Europa Graphical, Intergraf and EGIN hrs. 10 Concluding session of the meeting What are the final conclusions of the meeting. Which elements would contribute to the final report? Are there activities for future projects? hrs. 11 Closing of the conference Item Issue Action Level 1 The role and task of VET should be critically reviewed in the forthcoming years. The present demands from industry to the schools of initial and continued education to meet the requirements of on-going innovation and market developments are, in the current circumstances, impossible to fulfil Recommendations The social partners to lobby national governments to support and fund the necessary structure changes of vocational education National Item Issue Action Level 2 Research and case studies show that to a great extent the advanced companies make their own decisions in the context of their own business needs, the speed of change required and the availability of training support from all sources There has to be interaction, strong ties, between such companies and the schools. Only then the companies / employers have maximum influence on the contents, quality and thus output levels of that education and not only will the early adapters be satisfied but so will the main thrust of the industry National 5

6 Item Issue Action Level Item Issue action Level 3.1 The majority of companies are followers and, as noted above, will benefit from colleges listening to the needs of the advanced companies and adapting their courses for the following companies but the rate of change is quick and the process of adaption needs also to be quick Employers organisations should draw together these companies in a collaborative way to work towards a common view of future skills needs. This action shouldovercome the difficulties if VET organisations cannot respond to the needs National 3.2 VET should be enabled to also meet the needs and demands of advanced companies. Special courses / departments should be introduced in leading VET schools. Extra budgets should be allocated for innovative developments in close cooperation with companies. In some countries,at least Germany and Switzerland, a special form of VET is implemented in the dual system of advanced VET. This should be made possible in all countries Social partners should study the possibilities for implementation of such special courses in other countries too EU Item Issue action Level Item Issue Action Level 4 Changes / reforms are not always just about investment in technology but also about collaboration along the communications supply chain Case studies of such collaboration should be identified and analysed to point the way forward EU 5 Schools and VET providers are faced with shrinking budgets and increasingly more diverse demands. They must therefore seek ways to respond to their market in more cost effective ways. Schools should cooperate more in internationaldevelopment of curriculum that may be efficient and save money in the mid-term. This will build on the research done on technology and markets. EU 6

7 Item Issue Action Level Item Issue action Level 6 Strong bridges need to be built between companies and schools to make sure that the output of the latter matches the need of the former Social partners or tripartite bodies (Sector Skills Councils) (employers/employees/colleges ) should bring together the two sides at national/regional level National 7 Life long learning needs to be developed and become an integral part of adult education (VET based) Social partners should show ownership for Life Long Learning. It has to become part of their policies to promote and further develop access to adult learning EU & National Item Issue Action Level Item Issue Action Level 8 Changes / reforms have to be accepted by existing and future employees. They have to be motivated to develop their skills within a secure and transparent system (or environment ) Trade unions should develop good practices. They should also develop communication tools to enable and to create a confident and motivating environment for the employees National & Company 9 Urge national governments to acknowledge the stakeholder position of social partners / organisednetworks / councils. At present the proposals / ideas of social partners are neglected by national governments European Social Partners should use their influence to convince national governments that social partners are key stakeholders in the development of VET and of the local economies EU & National 7

8 Item Issue Action Level 10 The industry should develop a platform on the web for exchange of skills development between the member s organisations of the social partners and Educational institutions and other relevant parties The EGIN network should develop a first plan to describe the functionality of such a platform, which can be hosted on the EGIN website EU Commission Conclusions of the conference The report was accepted as a whole. The recommendations were accepted. A write up of the conference will be made, to be validated by the steering group and then added as an insert to the language versions of the report. Press release to be produced. Conclusions of the conference Main issues for discussions and exchange of thoughts: Safe guarding the position of VET education in general and specifically for Work Based Learning, but helping it react more quickly to change; The importance of soft skills versus hard skills: broad based education or specialised education; The importance of life-long learning; Retention of existing and essential expertise and skills of existing work force The importance of international cooperation and possible co-development of education. Thank you for your attention for the presentation of Future skills in the Graphical industry October 13, 2014 Brussels 8

9 Permanent change Not only: Technology or Companies or People or Economics Change! Permanent change Not only: Education or Culture or Your children or YOU Change! 9

10 Change! Everything is interacting in a rather complex way. Chance? Opportunity? Threat? Who can we blame for this??? Change! Not one simple answer, not one simple approach. Pessimistic, why??? Just stop saying you have a challenge when you have a problem. Face it! Be innovative and try find some solutions! Change: recommendation (Ch. 8) ISSUE Research and case studies show that to a great extent the advanced companies make their own decisions in the context of their own business needs, the speed of change required and the availability of training support from all sources ACTION There has to be interaction, strong ties, between such companies and the schools. Only then the companies / employers have maximum influence on the contents, quality and thus output levels of that education and not only will the early adapters be satisfied but so will the main thrust of the industry. Education Education always reflects a country s culture Cedefop says: There is no single European VET system. VET is very diverse and the variations in systems, providers, regions, and sectors make comparisons challenging. In other words: comparison is a problem! 10

11 Education Vocational Education and Training Vocational Education and Training (VET) Work Based Learning (WBL) Three main systems Apprenticeship / dual system; On-the-job training programmes (internships / training placements; Work-based learning as part of school-based training (labs, simulations) Vocational Education and Training Vocational Education and Training Key factors for success of apprenticeship systems 11

12 Vocational Education and Training Statements about apprenticeship systems: High transition from education to an immediate job for the apprentices; The transferability of the company specific skills an apprentice acquirers during the training has never been proven to make mobility to other companies easier, could even be an hindrance; Apprenticeships only work well in more manual skills (labour) oriented trades (production industry). Mainly low skilled labour ; Vocational Education and Training recommendations (Ch. 8) ISSUE The role and task of VET should be critically reviewed in the forthcoming years. The present demands from industry to the schools of initial and continued education to meet the requirements of on-going innovation and market developments are, in the current circumstances, impossible to fulfil Action The social partners to lobby national governments to support and fund the necessary structure changes of vocational education Vocational Education and Training recommendations (Ch. 8) ISSUE Research and case studies show that to a great extent the advanced companies make their own decisions in the context of their own business needs, the speed of change required and the availability of training support from all sources. ACTION There has to be interaction, strong ties, between such companies and the schools. Only then the companies / employers have maximum influence on the contents, quality and thus output levels of that education and not only will the early adapters be satisfied but so will the main thrust of the industry. Vocational Education and Training recommendations (Ch. 8) ISSUE The majority of companies are followers and, as noted above, will benefit from colleges listening to the needs of the advanced companies and adapting their courses for the following companies but the rate of change is quick and the process of adaption needs also to be quick. ACTION Employers organisations should draw together these companies in a collaborative way to work towards a common view of future skills needs. This action should overcome the difficulties if VET organisations cannot respond to the needs. 12

13 Online survey Online survey Printing Industry Printing Industry Who / what was the initiator / the organization behind the decision to develop this profile? In what type of education or training was this new profile implemented? 13

14 Printing Industry Who / what were the leading persons / organisations behind the implementation in training courses and vocational education? New media and digital industry Significant difference with printing industry VET schools have the lead in initiating the development and also in implementation New media and digital industry The process of changing the job profile was? New skills Database and digital publishing skills; Skills to use new technology; Digital asset management skills; Entrepreneurial skills; Engineering skills; Workflow engineering skills; Teamwork skills. 14

15 New skills This skill is mainly related to Best Practices Scenarios for best practices 1. The traditional and continuing environment Skills are mainly needed to increase efficiency, to adopt new or changed additions to existing technologies and possibly to produce new products with old technology; Best Practices Best Practices Scenarios for best practices Scenarios for best practices 2. Extensions or additions to traditional services Skills needed for the companies to offer services in the print supply chain (up and down the chain) 3. New companies and new entrants to the changing market Skills needs show great variations, mostly there is a need to tailor the skills and the development to specific needs of these companies. 15

16 Traditional and continual environment Extensions or additions of traditional services New companies / new entrants to the changing market 16