The New Skills Agenda - PDF Free Download

The New Skills Agenda ECVET Network 21 June 2016 1

Topics of the presentation 1) EU Skills overview Understanding the challenge 2) A New Skills Agenda for Europe: the Commission proposal for EU action 3) The Vocational Skills Week Raising the attractiveness and image of VET through quality and excellence 2

EU Skills overview Understanding the challenge 3

Skills and qualifications Improve employability Employment rates by qualification level, EU-28 Source: EUROSTAT 4

Comparing the EU Literacy and numeracy 5

Comparing the EU Digital skills 6

Comparing the EU Qualification levels More than 64 million European adults without upper secondary education Percentage of adults without upper secondary education (lower secondary is the highest acquired educational attainment level) 30% 25% 24% 20% 15% 10% 10% 10% 12% 15% 5% 0% 0% Japan Canada USA Switzerland Korea EU - 28 Source: Eurostat 2015 7

CY HR EL ES UK IT SI NL IE DK PL PT RO EU28 SK CZ LU FI FR SE DE MT BG HU BE AT LT LV EE Understanding the challenge Skills gap % employers reporting difficulties in finding employees with the right skills 80 70 60 50 40 30 20 10 0 ECS (2013) ECS (2013) European Company Survey 8

A New Skills Agenda for Europe The proposal for EU action* 9

The Skills Agenda June 2016 deliverables Policy Communication, with proposals on: 1. Council Recommendation on Skills guarantee 2. Revision of EQF Council recommendation 3. Overall Staff Working Document (SWD) with technical annexes supporting the legal proposals 10

The Skills Agenda Priorities for action 3 priority areas New Skills Agenda 1. Improving the quality and relevance of skills formation (skills supply) 2. Making skills and qualifications more visible and comparable (Transparency and recognition) 3. Improving skills intelligence and information for better career choices (skills demand and intelligence) 11

The Skills Agenda (Skills supply) I. IMPROVING THE QUALITY AND RELEVANCE OF SKILLS FORMATION 1. (New) Council Recommendation on "Skills Guarantee" > June 2016 2. Revision of the 2006 Key Competences Framework > 2017 3. VET as a pathway to Excellence > 2016 + 2017 4. (New) Digital Skills for Europe > end 2016 12

Making VET a first choice Revision of ECVET and EQAVET Increase Work-based learning opportunities Higher level VET Skills VET Skills Week and boost VET mobility Streamlining governance for cooperation on VET 13

EQF Revision Encourage use of EQF Commitment to regular update of referencing of NQFs Common principles for quality assurance and credit systems Coordination with Third Countries 14

The Skills Agenda (Transparency) II. MAKING SKILLS AND QUALIFICATIONS VISIBLE AND COMPARABLE 5. Revision of the European Qualifications Framework (EQF) > 10 June 2016 6. (New) Skills Tool Kit for Third Country Nationals > 10 June 2016 15

The Skills Agenda (Skills demand) III. IMPROVING SKILLS INTELLIGENCE AND INFORMATION FOR BETTER CAREER CHOICES 7. Revision of Europass > 2016 8. Sharing best practices on addressing brain drain > 2017 9. (New) Blueprint for Sectorial Cooperation on Skills > June 2016 10. (New) Council Recommendation on graduate tracking > 2017 16

The Skills Agenda Sectorial approach to Skills 17

A Skills Guarantee WHAT? FOR WHOM? Target group: adults without upper secondary education and not eligible for support under the Youth Guarantee literacy, numeracy, digital skills and/or Qualification at EQF level 4 or equivalent 19

Skills Guarantee Skills assessment Cooperation and Partnership Tailored E&T offer Outreach, Guidance and Support Measures Validation and recognition Monitoring and Evaluation 20

EQF Revision Common principles for credit systems Credit systems should be put in place to create flexible learning pathways, for the benefit of individual learners. When designing and developing qualifications, the learning outcomes approach and the relevant credit arrangement(s) should be systematically used to facilitate transfer of (components of) qualifications and progression in learning. Credit systems should facilitate transfer of learning outcomes and progression of learners across institutional and national borders. Credit systems must be underpinned by explicit and transparent quality assurance. 21

EQF Revision Common principles for credit systems The credit acquired by an individual should be documented, expressing the acquired learning outcomes, their level, the name of the competent credit awarding institution and, where relevant, the related credit value. Systems for credit transfer and accumulation should seek synergies with arrangements for validation of non-formal and informal learning, working together to facilitate and promote transfer and progression. Credit systems should be developed and improved through the cooperation between stakeholders at national and European level. [Member States] Ensure that credit systems for national qualifications frameworks and systems comply with the common principles on credit systems set out in Annex V, without prejudice to national decisions to make use of credit systems. 22

Raising the attractiveness of VET Why? 2015 Riga Conclusions: "Raise the attractiveness and improve the image of VET" VET as a "smart" choice for learners and parents VET for improved employability Supporting innovation and competitiveness Opportunities for quality employment, attractive and challenging careers, upskilling and reskilling (cvet) Contribute to European VET "identity" 23

Planning for the VET Skills Week Showcase "excellence" in VET Activities at EU & national, regional and local level (e.g. Open Days) Focus on both i-vet & c-vet Involving all relevant stakeholders VET Ambassadors success careers of VET learners Awards for excellence in various categories Communication campaign to support action and attract media 24

EU support for the launch of VET week Example of a "Google type map" identifying events all over Europe 25