Vocational and Professional Education and Training in a European and Irish Context

Transcription

1 Vocational and Professional Education and Training in a European and Irish Context Learning and Teaching Expo, Conference (15:45-16:15) Hong Kong Convention and Exhibition Centre 13 th December 2017 Dr Aidan Kenny, Assistant General Secretary, Teachers Union of Ireland Lecturer, Dublin Institute of Technology

2 PVET: EU 28(?) with a focus on Ireland This presentation will explore; context, policy and practice Rising youth unemployment is one of the most significant problems facing economies and societies in today s world, for developed and developing countries alike. At least 475 million new jobs need to be created over the next decade to absorb the 73 million youth currently unemployed and the 40 million new annual entrants to the labour market. UNESCO-UNEVOC (2016) Strategy for TVET

3 Global context; world population 7.6 billion, of which over 18% are in education. Demand for access to education at all levels is increasing significantly. Estimated enrolments in education by main levels for 2017 is: Primary 685 million, Secondary 506 million and Higher 207 million Enrolments to secondary school MILLIONS East & Pacific Europe & Central Asia High Income Latin America & Caribbean Middle East & North Africa South Asia Sub-Saharan Africa Data source: World Bank WDR 2017

4 EU 28 Population Projected population growth; million, million (Brexit could result in a reduction of 65 million). EU 28 Population Data source: Eurostat ,000, ,000, ,000, ,000, ,000,000 Young 15.6% Working age 65.3% Old 19.1% 470,000, ,000,000 48% 52% 450,000,

5 EU 28 Labour force key facts Labour force 326 million (15-65 years of age) Employment up 3.9% from 2013 to 2016 (now at 206 million) Unemployment down 2.3% from 2013 to 2017 (now at 18.4 million) Youth unemployment rate 19.7% Data source: Eurostat 2017 % OF ACTIVE POPULATION EU 28 Unemployment Rate 222, , , , , , , , , ,000.0 Data source: Eurostat 2017 EU 28 Persons in employment years of age Females 3 times more likely to work part-time compared to males

6 EU 28 Education participation The total number of students in education in 2015 was million. The total number of teachers in 2015 was 8.4 million. 35 EU 28 number of students per sector 2015 EU 28 total number of teachers per sector MILLIONS MILLIONS Pre-primary (ISCED 0-1) Data source: Eurostat 2017 Primary (ISCED 0-1) Secondary lower (ISCED 2) Secondary upper (ISCED 3) Secondary nontertiary (ISCED 4) Tertiary (ISCED 5-8) 0 Pre-primary (ISCED 0-1) Data source: Eurostat 2017 Primary (ISCED 0-1) Secondary lower (ISCED 2) Secondary upper (ISCED 3) Secondary nontertiary (ISCED 4) Tertiary (ISCED 5-8)

7 Ireland: Population key facts Population of Ireland 2016 was 4,792,500 New communities (non-irish) consist of 566,600 (11.8%) Data source: CSO Ireland population % 49.5% Young 21% Old 13.4% Working age 65.6% 0

8 Ireland: Labour force key facts Labour force 3 million (15-65 years of age, including students and unemployed) Employment up 12.3% from 2012 to 2017 (now at million) Unemployment down 8.8% from 2011 to 2017 (now at 181,000) Unemployment rate Total employment PERCENTAGE Youth unemployment 26,433 THOUSANDS % 54.4% Data source: CSO 2017 MALES AND FEMALES AGES 15-74, 3RD QUARTER DATA Data source: CSO 2017 MALES AND FEMALES YEARS OLD 2ND QUARTER DATA

9 Ireland: Education participation The total number of students in education in 2016 was 1.12 million. The approximate number of teachers/lecturers in 2016 was 74, , , , , , , , / / /76 Data source DES 2017 Numbers in fulltime education all levels, / / / / / / / / / / / / / /10 First level Second level2 Third level 2010/ / / / /15 First level 4-12 years 553,380 pupils Second level years 381,615 students Third level 18+ years 188,178 students

10 Future employment growth EU & Ireland The demand for people with medium-level qualifications, mainly vocational, is projected to rise in Europe by more then 3.5 million between , and be around 50% of the workforce by Source: CEDFOP (2010) Skills supply demand for Europe. EU future employment growth % Ireland future employment growth % Professional services Administrative services ICT services Health & social care Finance & insurance Arts & recreation Accommodation & food Wholesale & retail trade Education Construction Transport & storage Manufacturing Public sector & defence Water and waste treatment Energy supply services Agriculture, forestry & fishing Mining & quarrying Data source CEDEFOP 2016 Construction Professional services ICT services Education Health & social care Accommodation & food Transport & storage Finance & insurance Water and waste treatment Public sector & defence Administrative services Wholesale & retail trade Arts & recreation Manufacturing Energy supply services Agriculture, forestry & fishing Mining & quarrying Data source Forfas 2016

11 EU 28 Education Policy (VET) We hereby recall the importance of investing in VET and skills policies that, on the one hand, raise the employability of people, help to reduce current skills mismatches and allow for smoother transitions into employment and, on the other hand, promote personal development of individuals and thus contribute to increasing quality of life. We remain convinced that all groups merit our full attention and commitment in this respect. Source: European Commission (2015) Riga Conclusions, 22 nd June.

12 EU 28 Education Policy (VET) Riga (2015) commits member states to develop high quality and labour market relevant vocational skills and qualifications, based on the learning outcomes approach: 1. Promote work-based learning, apprenticeships, involving social partners, companies, providers. 2. Further develop quality assurance mechanisms in VET in line with the EQAVET recommendation. 3. Enhance access to VET and qualifications for all through more flexible and permeable systems. 4. Further strengthen key competences in VET curricula. 5. Introduce initial and continuous professional development of VET teachers, trainers.

13 EU 28 Education Policy (VET) The agenda aims to make sure that people develop the skills necessary for the jobs of today and tomorrow. This task is essential to boost employability, competitiveness and growth across the EU. Source: European Commission (2016) Skills Agenda Skills Agenda for Europe 2016 Summary of three main purposes and 10 key actions 1, Improve the quality and relevance of training and other ways of acquiring skills 2, Make skills more visible and comparable 3, Improve information and understanding of trends and patterns in demands for skills and jobs Upskilling Pathways: Opportunities for Adults Vocational education and training (VET) European Qualifications Framework Europass Digital Skills and Jobs Coalition Graduate Tracking Blueprint for Sectoral Cooperation on Skills Key competences Skills Profile Tool Kit - Third-Country Nationals Analysing and sharing of best practice

14 EU 28 Qualifications Tool The European Qualifications Framework (EQF) is an overarching qualification translation tool, enabling comparison between different countries' awards, which can be referenced on one of the eight levels, based on learning outcomes and descriptors. 1. Basic general knowledge and skills, work under direct supervision 5. Specialised theoretical knowledge, comprehensive range of skills, exercise management and supervision EQF summary of level descriptors Learning outcomes based on levels of; knowledge, skills and responsibility 2. Basis factual knowledge and cognitive/practical skills, work under some supervision 6. Advanced knowledge, theory and skills mastery, manage complex projects and problems 3. Knowledge of facts, range of cognitive and practical skills, take responsibility for tasks 7. Highly specialised advanced knowledge and problem-solving skills in research, manage complex problem, contribute to profession 4. Factual theoretical knowledge, range of cognitive and practical skills, exercise selfmanagement 8. Most advanced knowledge and specialised skills, autonomy, new knowledge, innovation and authority

15 Ireland Education Policy (VET) The Department is driving the implementation of an ambitious sector-wide reform programme based on the key principles of access, excellence, transparency and innovation. Our aim is to provide an education and training system that equips learners with the knowledge and skills that they need to achieve their potential, and to participate fully in society and the economy through the delivery of high quality education and training experiences, which will make the best use of resources. Source: Seán Ó Foghlú Secretary General Department of Education and Skills 2016.

16 Ireland STEM Education Policy (VET) We have set ourselves the ambition that Ireland will become the best education and training service in Europe by Science, Technology, Engineering and Mathematics (STEM) are at the heart of a technological revolution which is transforming the way we live and the way we work. If Ireland is to be at the forefront of this transformation, we must be a leader in nurturing, developing and deploying STEM talent. Source: Richard Bruton Minister for Education and Skills (27 November 2017) STEM Education Increase the number of pupils and students engaging in STEM subjects Use cross-disciplinary approach to teaching STEM Promote STEM, develop partnerships between education and business

17 Ireland the reform agenda (VET) Establishment of Quality and Qualifications Ireland (2012) Establishment of the Education and Training Boards (2012) Establishment of SOLAS, Further Education & Training Authority (2013) National review of Apprenticeship (2015) National Skills Strategy (2015) Establishment of Regional Skills Forums (2016) Technological University Bill (2016) National review of Further Education & Training sector (2017)

18 Irish National Framework of Qualifications The Qualifications Education and Training Act 1998 enabled the development of a national framework of qualifications (NFQ). The implementation of the NFQ commenced in The NQF comprehends all education and training sectors in Ireland. Quality and Qualifications Ireland is the statutory authority with responsibility for the NFQ. NFQ awards are: Regulated Transparent Quality assured Recognised Progressive International

19 NFQ, EQF, QF-EHEA The European Parliament enacted the legal conditions to establish the European Qualifications Framework (EQF) in The purpose being to provide a mechanism for the recognition of citizens; knowledge, skills and competence, in order to facilitate better engagement in social and economic activities and transnational mobility of learners and workers. Both the NFQ and EQF use learning outcomes to inform the level descriptors. VET awards are usually located at NFQ Levels 4,5 & 6 and EQF Levels 4 & 5. The EU has began the debate the areas of Higher VET (HVET) or Professional VET (PVET) which would required access to higher qualifications levels. Separately, EU 28 universities and higher education institutes have agreed a Qualifications Framework for the European Higher Education Area (QF-EHEA).

20 Recognising Learning (VET) awards Beyond the formal classroom setting, we can acquire the most valuable of knowledge, skills and competences in our daily lives, be it at work, at home or during leisure time. Source: CEDEFOP (2015) European guidelines for validating non-formal and informal learning Formal Learning in school/college system (Teacher lead, structured, intentional, formal qualification) In-formal Learning by experience or doing (Self dircedted, not structured, may not have an objective, not certified) Non-formal Learning outside of the formal system (Instructor lead, structured, has an objective, workbased certified)

21 VET key areas Status of VET as a profession Teacher education for VET Recruitment of VET teachers Continuous Professional Development for VET Engagement with the world of work Emerging different levels of VET VET to and for work Professionalisation of VET

22 Status of VET as a profession Compared to academic education, it is often seen as second best and it frequently has low status, low prestige and little power. Simply put, it is often perceived as failing to deliver on its promise and potential. Source: UNESCO-UNEVOC (2016,p5) TVET Strategy VET has perception issues regarding status: Parents consider VET to be of less value compared to higher education VET occupations are seen as more manual and less well paid VET is considered as a second chance education/training option Concerns regarding the quality of VET provision VET provision may not match the skills needs of industry Professionals have a low opinion of VET teaching as a career option Source: OECD (2014) Skills beyond School, EI (2016) Global trends TVET

23 Teacher education for VET VET teachers/trainers usually have a professional identity gained from their experience from working in an occupation. The silent knowledge developed from practice is not readily measurable but, is however, a necessary requirement to succeed in the occupation. The transition from occupation to VET teacher requires pedagogical theory as well as occupational practice. ETUCE recommend that a Masters level or equivalent should be the standard for VET teachers. Necessary resources and arrangements should be put in place to facilitate this study route. Developing high quality VET teacher education and training will lead to increased professional status and enhanced public perception of the professionalism of VET. VET teachers need opportunities to maintain and update their occupational knowledge by structured engagements with industry as part of continuous professional development policies. Source: The European Trade Union Committee for Education (ETUCE) Teacher Education in Europe, Policy Paper (2008, pp29-31)

24 Recruitment of VET teachers Vocational teachers need both teaching skills and up-to-date industry knowledge and experience Often there are challenges in recruiting and retaining vocational teachers who meet the demanding twin requirements of pedagogical skills and practical professional expertise. Keeping practical knowledge of the workplace up-to-date is also a major challenge. Directly recruiting practitioners from industry in midcareer can be allied with part-time working arrangements that allow teacherpractitioners to continue to work in their field. These strategies require a flexible framework of pedagogical preparation and strong leadership in professional training institutions to make the best use of a mixed teaching team. Recommendation: Ensure that the workforce in professional training institutions benefit from a strong blend of pedagogical skills, industry experience and academic knowledge. Adapt qualification requirements to that end. Source: OECD (2014, p15) Skills beyond the School

25 Continuous professional development for VET Vocational teachers and lecturers have jobs that in many ways are more demanding than those of academic teachers. They not only need to have knowledge and experience of the diverse package of skills required in particular professions, they also need to know how to convey those skills to others. On top of this, they need to continuously update their knowledge in response to changes in technology and working practices. Source: OECD (2014, p 60) Skills beyond School Teachers, trainers and managers and leaders in the sector require the necessary resources, professional development and capacity and capability to secure their ability to achieve their potential and thus enhance their reputation. Source: UNESCO-UNEVOC (2016,p8) TVET Strategy

26 VET engagement with the world of work To remain relevant and up-to-date VET must engaged with the world of work in several dimensions: Teachers must have experience from the world of work and keep their knowledge, skills and competency updated. Learners should engage with employers by means of; work placements, work based learning, traineeships or apprenticeships. Employers and social partners must be consulted about VET curriculum and qualifications level to maintain buy-in and relevance of content. The VET programmes must be informed by evidence and research data of the workplace/industry.

27 Different VET levels (Grey Zone) VET has moved beyond a narrow confined level definition (EQF 4-5) to a more expanded multi-level professional qualification (EQF 4-8): Initial VET (IVET) education and training carried out before work, usually in post-primary schools or training centres. Continuing VET (CVET) education and training at non-tertiary level and can include engagement in the world of work. Higher VET (HVET) education and training at tertiary education level and can also include work based learning Professional VET (PVET) education and training at tertiary level which is based in either formal or non-formal education context. EQF Levels 4 Non-tertiary 5 Tertiary short cycle 6 Tertiary first cycle 7 Tertiary second cycle 8 Tertiary third cycle VET Grey Zone

28 VET - skills for work VET; education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly in the labour market. Source: CEDEFOP (2014) Terminology European education and training policy VET provides learners with opportunities to gain relevant; skills, knowledge and competence to: Gain access to the world of work Upskill while engaged in the world of work Reskill to enter new fields of work

29 Professionalisation of VET The professionalisation of VET will require a systemic approach including dialogue with all of the key stakeholders and the development of policy for: Initiatives for systematic pedagogical training for VET teachers Entry requirements for VET teachers to include relevant work experience duration and an EQF level 7 (postgraduate diploma) or equivalent qualification. VET teachers to received similar remuneration and working conditions as appropriate to teachers, lecturer and professional educators. VET teachers to be afforded resources to maintain engagement with industry. VET teachers to be encouraged to engage in relevant applied research to support their teaching practice. VET teachers to be facilitated to participate in professional networks and knowledge sharing activities.

30 Professional VET gaining momentum In the competitive market for global talent employers have identified the need for mid-level skills or Vocational Technical Skills (VTS). These skills have a high technical or professional base acquired by means of vocational education and training or professional training at work. Source: Global Talent Competitive Index In order to meet the demand for high skilled workforce, Professional VET teachers and trainers will need: advanced qualifications (both theory and practice), be capable of collaborating with industry in curriculum development, participate in applied research and innovation activities and engage in sectoral alliances for sharing of professional knowledge.

31 (P)VET trends The skills agenda and the new world of work demand is renewing the policy focus on VET initiatives, leading to new VET infrastructures including; frameworks, learning outcomes, quality assurance, standards, certification and recognition. VET development and provision are changes: Increased demand for skills is leading to the intensification of VET, Complexity & range of skills needed requires a diversity of providers, New VET pathways for youths and adults (school or workplace), Progression opportunities in Lifelong Learning framework, VET: formal, informal and non-formal learning, VET curriculum based on sectoral cooperation.

32 EU VET Week November 2017 Key items from the EU VET Week Conference Digitisation, Technologies, Artificial intelligence, Big data, Sustainability, Demographics, Global Learner Teacher Employer Policy Quality CPD Opportunities Standards WBL Engagement Facilitates Frameworks Contract Technologies Sharing Regulations Guidance Research Investment Networking Mobility Resources Involvement Funding Cooperation Continuous Life Long Learning and Skills Development

33 Concluding comments Enhance public status of VET Established quality and standards Advanced knowledge (theory and practice) Skills for 21 st century and industry 4.0 Cooperation with VET and workplaces Continued Lifelong Learning for all

34 Last word: EU Social Pillar Summit digitalisation and automation had created new conditions and challenges for the EU s global competitiveness. Vocational education and training and access to lifelong learning that focuses on new skills that keep pace with technological development and facilitate transitions from one job to another were highlighted. The role of social partners was seen as being particularly important in this respect. Investments are needed, with both national and EU funds mentioned. Intense cooperation with universities and the social partners was also identified as being important. There was a common view that the EU s social model should be protected and preserved, and that the EU should avoid a race to the bottom, both within the Union and on the global market. Protecting workers not protecting work was seen as key. European Union Heads of State (2017, pp5-6), Social Summit for Fair Jobs and Growth, Concluding Report, Gothenburg, Sweden, 17 November 2017

35 Thank you for your attention A special thank you to the Learning & Teaching Expo conference organisers, for their kind invitation to attend this event and for creating a space to facilitate networking and knowledge sharing opportunities. For further information please contact: ; akenny@tui.ie, Aidan.Kenny@dit.ie Telephone; Skype; kennyaidanj@gmail.com Address; 73 Orwell Road, Rathgar, Dublin 6, Ireland, D06 YP89.. Note: The views expressed in this presentation are those of the author. All data sources used are acknowledged