Key Note Arjen DEIJ ETF

Transcription

1 Key Note Arjen DEIJ ETF

2 Key note speaking points 21 century skills -changing demands Where are the jobs of the future? Linking Jobs to Qualifications Breaking trends, building a vision for a better future How to get there facilitating effective lifelong and lifewide learning

3 21 century skills 20 century skills

4 GLOBAL DEMOGRAPHIC DEVELOPMENTS % MORE WORLD CITIZENS, BUT WORLD WIDE AGING SHRINKING POPULATIONS IN EUROPE SHRINKING LABOUR FORCE WORLD WIDE 2010 World Asia Africa Europe Germany BiH Russian Federation population ,842, ,060, , , , population ,543, ,821, , , , , population >65 530, , , , , total 6,916,183 4,165,440 1,031, ,309 83,018 3, ,618 share world population population ,034, , , , , population ,026, ,337, ,481, , , , population >65 1,489, , , , , total 9,550,945 5,164,662 2,393, ,067 72,566 3, ,896 share world population change 2050/2010 % Imbalances and international labour shortages and surpluses will lead to more mobility, people in Europe have to stay longer active

5 21 century skills ROUTINE TASKS ARE INCREASINGLY TAKEN OVER BY MACHINES OR SOURCED OUT

6 Findings on 21 century skills Increased need for information processing skills and HL cognitive and interpersonal skills in addition to occupation specific skills Access to computers and ICT is widespread and growing and ICTs are changing how services are provided and consumed Focus on core skills and cross disciplinary skills integrated into the curriculum More emphasis on competence as the ability to apply rather than on academic abstract skills Recognising that there is more than one pathway to obtain learning outcomes More blended approaches to learning including in real life and work situations

7 From skills to jobs Are higher skills generating more jobs?

8 EU Labour force by qualification level

9 Trends in Education and Jobs in BiH Employment by attainment level 60.0 Education attainment Youth employment Primary school and less Secondary school Higher education Primary school and less Secondary school Higher education employment unemployment n HE students In BIH HIGHER EDUCATION IS OFFERING BETTER JOB PERSPECTIVES, BUT INCREASED ATTAINMENT LEVELS DID NOT INCREASE EMPLOYMENT

10 Sectors likely to grow or shrink Some sectors offer better prospects than others

11 Jobs in demand in Europe 22% 78% 41% 44% 14% EU Jobs in demand in care and leisure, retail, domestic services, business and finance in particular to replace existing workers

12 In US health and construction jobs offer great prospects Jobs in demand in US US 2012 Employment Matrix title increase % salary Total, All Occupations 145, , , $34,750 Industrial-organizational psychologists $83,580 Personal care aides 1, , $19,910 Home health aides , $20,820 Insulation workers, mechanical $39,170 Interpreters and translators $45,430 Diagnostic medical sonographers $65,860 Helpers--brickmasons, blockmasons, stonemasons, and tile and marble setters $28,220 Occupational therapy assistants $53,240 Genetic counselors $56,800 Physical therapist assistants $52,160 Physical therapist aides $23,880 Skincare specialists $28,640 Physician assistants $90,930 Segmental pavers $33,720 Helpers--electricians $27,670 Information security analysts $86,170 Occupational therapy aides $26,850 Health specialties teachers, postsecondary $81,140 Medical secretaries $31,350 Physical therapists $79,860 Orthotists and prosthetists $62,670 Brickmasons and blockmasons $46,440 Nursing instructors and teachers, postsecondary $64,850 Nurse practitioners $89,960 Audiologists $69,720 Dental hygienists $70,210 Meeting, convention, and event planners $45,810 Therapists, all other $53,210 Market research analysts and marketing specialists $60,300 Substance abuse and behavioral disorder counselors $38,52

13 Priority Occupations in Canada Jobs in demand in Canada Restaurant and Food Service Managers Primary Production Managers (Except Agriculture) Professional Occupations in Business Services to Management Insurance Adjusters and Claims Examiners Biologists and Related Scientists Architects Specialist Physicians General Practitioners and Family Physicians Dentists Pharmacists Physiotherapists Registered Nurses Medical Radiation Technologists Dental Hygienists and Dental Therapists Psychologists Social Workers Chefs Cooks Contractors and Supervisors, Carpentry Trades Contractors and Supervisors, Mechanics Trades Electricians (Except Industrial and Power System) Industrial Electricians Plumbers Welders and Related Machine Operators Heavy-Duty Equipment Mechanics Crane Operators Drillers and Blasters Surface Mining, Quarrying and Construction Supervisors, Oil and Gas Drilling and Service Licensed Practical Nurses Good prospects for health and construction jobs in Canada, where there are also good opportunities in business, catering, and mining

14 Jobs in Germany Sought after: good doctors German s health market could do with another 5,000 doctors. Both clinics and doctors surgeries are finding it difficult to find successors. Urgently needed: experts in technology, IT, and science Numerous developments in the natural sciences, IT, mathematics and technology have made the German economy very successful. Companies are looking for qualified staff in this area, hence job prospects are promising. Wanted: innovative engineers There are vacancies in many technology-driven companies in Germany. Right at the top of the wish list of many businesses are specialised mechanical and automotive engineers, as well as electrical engineers. In demand: Experts with vocational qualifications If you are a professional with vocational qualifications, you will not require a university degree to work in Germany. For EU citizens with vocational qualifications that are recognised in Germany, employment prospects are currently good. Since July 1, 2013, citizens from non-eu countries holding vocational qualifications have also been able to take up employment in Germany.

15 Findings on 21 Century skills In many countries the relative share of higher level jobs is increasing, but often less than the number of higher educated people coming on the labour market. Many of them therefore end up in intermediate or lower level jobs. Over education is increasing and under education is decreasing There is a need for professionals rather than for generalists. What people choose to learn matters.

16 From Jobs to Qualifications

17 A new concept of qualifications Traditional qualifications for initial training Modern qualifications for lifelong learning Determined by providers Based on curriculum Learning in a set context Used for first job entry Focused on young learners Foresee mainly vertical progression Defined by stakeholders Based on learning outcomes Alternative pathways Used for different purposes, including job entry, changing jobs, further learning & career change For all types of learners Horizontal & vertical progression and mobility Overseen by a single authority, often MoE led Only full qualifications recognised Involves different institutions and stakeholders Partial recognition (unitisation) key principle to facilitate validation of non-formal and informal learning

18 Labour Market developing qualifications

19 developing qualifications Labour Market Anticipation of Skills Needs

20 Labour Market Anticipation of Skills Needs OS1 OS2 OS3 developing qualifications

21 Educational Policy Objectives Labour Market Anticipation of Skills Needs OS1 OS2 OS3 developing qualifications

22 Educational Policy Objectives Labour Market Access & Progression Anticipation of Skills Needs OS1 OS2 OS3 developing qualifications

23 Educational Policy Objectives Labour Market Access & Progression Anticipation of Skills Needs OS1 OS2 OS3 Qualification Types developing qualifications

24 Educational Policy Objectives Labour Market Access & Progression Anticipation of Skills Needs OS1 OS2 OS3 Qualification Types CBQ developing qualifications

25 Educational Policy Objectives Labour Market Access & Progression Anticipation of Skills Needs OS1 OS2 OS3 Qualification Types CBQ Spec. Cert developing qualifications

26 Educational Policy Objectives Labour Market Access & Progression Anticipation of Skills Needs OS1 OS2 OS3 Qualification Types 2 ndary VQ CBQ Spec. Cert developing qualifications

27 Educational Policy Objectives Labour Market Access & Progression Anticipation of Skills Needs OS1 OS2 OS3 Qualification Types 2 ndary VQ CBQ Spec. Cert Qualification Standard developing qualifications

28 Educational Policy Objectives Labour Market Anticipation of Skills Needs Access & Progression OS1 OS2 OS3 Qualification Types 2 ndary VQ CBQ Spec. Cert Qualification Standard Final Assessment developing qualifications

29 Educational Policy Objectives Labour Market Anticipation of Skills Needs Access & Progression OS1 OS2 OS3 Qualification Types 2 ndary VQ CBQ Spec. Cert Qualification Standard Education Standard Core curriculum School curriculum Final Assessment Taught curriculum developing qualifications

30 Educational Policy Objectives Labour Market Anticipation of Skills Needs Further Studies Access & Progression OS1 OS2 OS3 Qualification Types 2 ndary VQ CBQ Spec. Cert Qualification Standard Education Standard Core curriculum School curriculum Final Assessment Taught curriculum developing qualifications

31 Educational Policy Objectives Labour Market Feedback from and about graduates Anticipation of Skills Needs Further Studies Access & Progression OS1 OS2 OS3 Qualification Types 2 ndary VQ CBQ Spec. Cert Qualification Standard Education Standard Core curriculum School curriculum Final Assessment Taught curriculum developing qualifications

32 Using NQFs for reforming vocational qualifications Few partner country vocational certificates are currently issued against achievement of specific learning outcomes, most qualifications are still based on completing curricula QFs are reform tools for VET, implying regulated frameworks to be populated by quality assured qualifications. Partner countries started introducing occupational standards to define new VET qualifications, but occupational standards can not be translated easily into qualifications. Qualification types are a tool for developing different kind of (vocational) qualifications Important to deal with qualificationsthat are beyond the responsibility of Ministries of Education, in particular for adult learning. Are all the stakeholders involved/consulted? Findings The link between the NQF and qualifications is important. No need for empty frameworks. Clarify what a qualification is, how different is it from EQF definition? Avoid an educationally oriented approach; departing from the curriculum, try to start from identified needs from labour market and learners A real effort is needed to accommodate stakeholders beyond MoEs

33 QFs Tools with Vision? Breaking trends, using foresight and building a vision for a better future

34 Foresight Assist the accession countries to formulate a shared vision for skills 2020, with priorities and a roadmap. Skills will be in the centre of the foresight component, addressing the question: Which skills should we (in our country) develop towards 2020, and how can these skills be generated by the education and training system? ETF is working together with national policy leaders and stakeholders to define what should be achieved in the mid-term, by What are possible, feasible and preferred options, based on resources and capacities? How the education and training system should be adapted in order to produce the necessary skills.

35 FRAME expected results Foresight: a medium-term vision for skills, with re-conciliated priorities of different strategies as well as a road-map, endorsed by key stakeholders Review of Institutional Arrangements : a prioritized and agreed capacity development plan for institutions in charge of HRD Monitoring: a tool for the assessment of progress towards the vision for skills 2020 will be finalised. Regional: regional cooperation and mutual learning enhanced, in line with SEE Strategy 2020 in cooperation with RCC 35

36 FRAME APPROACH Anticipation National and international labour supply and demand projects, where existing Drivers Macro-economic trends, innovation, research, demography and migration, foreign direct investments, finance and politics EU integration Europe 2020 and SEE strategies IPA funds, education and employment specific EU benchmarks Dimension Social cohesion, equal opportunities, competitiveness and growth, territorial coherence, sustainable development Strategies Coherent national, regional and sectoral strategies with skills relevance 36

37 Skills Vision for BiH Vision formulated under FRAME Bosnia and Herzegovina, a state and member of the EU, is a prosperous and competitive modern society, with an effective, flexible and inclusive system for the continuous development of knowledge and skills, adaptedto the needsof an open, global and sustainable economy, providing all its inhabitants with a safe and happy place for living. Vision formulated for QF in BiH The Qualifications Framework in Bosnia and Herzegovina (QF BiH) will allow every citizen the acquisition of recognised and identifiable qualifications harmonised with and comparable to European ones, as well as access to lifelong learning; it will improve competitiveness and social inclusion, links to the European labour market and education area. It will also contribute to the development of an education system linked to the labour market, as well as economic and societal development of Bosnia and Herzegovina. The QF in BiH is part of a larger set of measures to support BiH to develop the skills needed for more prosperity

38 How to make Visions come true through lifelong & lifewide learning

39 Building Lifelong learning systems What kind of tools can we use to promote the quality and efficiency of lifelong learning? Tool box: Skills anticipation, qualifications frameworks, recognition of prior learning, quality assurance arrangements Building partnerships Quality providers with special attention to teachers and trainers Information about opportunities and guidance and counselling Sustainable funding

40 Learning from each other All countries have started, let us break the trends and create better opportunities Let s share experiences in NQF development and implementation, recognition of qualifications, how to incorporate labour market needs into the vocational education system.