This document provides information about a conference on developing European vocational education and training (VET). The conference will review progress made towards priorities set in the Bruges Communiqué and discuss four challenging themes: 1) monitoring labor market outcomes and ensuring feedback to VET provision, 2) the use of incentives in VET, 3) the role of VET for innovation, and 4) key competences in VET. Participants will engage in working groups on each theme, beginning with an example of good practice. Outcomes will feed into panel sessions on the second day.
This document provides information about a conference on developing European vocational education and training (VET). The conference will review progress made towards priorities set in the Bruges Communiqué and discuss four challenging themes: 1) monitoring labor market outcomes and ensuring feedback to VET provision, 2) the use of incentives in VET, 3) the role of VET for innovation, and 4) key competences in VET. Participants will engage in working groups on each theme, beginning with an example of good practice. Outcomes will feed into panel sessions on the second day.
This document provides information about a conference on developing European vocational education and training (VET). The conference will review progress made towards priorities set in the Bruges Communiqué and discuss four challenging themes: 1) monitoring labor market outcomes and ensuring feedback to VET provision, 2) the use of incentives in VET, 3) the role of VET for innovation, and 4) key competences in VET. Participants will engage in working groups on each theme, beginning with an example of good practice. Outcomes will feed into panel sessions on the second day.
The conference aims to give an overview of the developments in VET in 2010-2014 by reviewing progress that countries have made towards the priorities set in the Bruges Communiqu. Discussions in working groups will zoom in on four thematic areas where achieving progress appears challenging. The themes are:
1. Monitoring labour market outcomes and ensuring feedback to VET provision 2. The use of incentives in VET 3. The role of VET for innovation 4. Key competences in VET
In small groups, you are invited to engage in in-depth discussions to identify positive experiences, bottlenecks and obstacles. Flash info sessions in the plenary before the working groups will give a brief introduction to the four themes.
Each of the four themes will be discussed in three parallel working groups. Each working group will discuss a different topic and lasts 2 hours. Each working group will be chaired by a moderator and will start with an example of good practice to set the stage for the discussion. A rapporteur will ensure that the outcomes of the working groups are recorded and can feed into the panel sessions on the second day of the conference.
Theme 1: Monitoring labour market outcomes and ensuring feedback to VET provision
Feedback mechanisms ensure that labour market trends and outcomes and the opinion of employers and other relevant stakeholders are taken into account when renewing VET qualifications and curricula. These mechanisms, which can be formal or informal, differ widely between and within countries. The Bruges communiqu highlights the importance of monitoring employability and labour market transitions of VET graduates regularly to inform VET policies development and VET systems governance. But while the majority of European countries collect data on the employability and other labour market outcomes of their VET graduates, programmes, standards and/or curricula take account of transition and employability data only in half of the countries.
Theme 1: Monitoring labour market outcomes and ensuring feedback to VET provision 1.1 Feedback mechanisms 1.2 Labour market outcomes 1.3 Sharing results to maximise impact Moderator Dana-Carmen Bachman, EC Alena Zukersteinova, Cedefop Jan Varchola, EC Contribution Ruud Baarda (via Skype) Carina Cronsioe Martin lovec Foundation for Cooperation on VET and the Labour Market - SBB (Netherlands) National Agency for Higher Vocational Education (Sweden) National Institution for Education (Czech Republic) Example What is the Dutch experience in using monitoring for VET provision? How VET providers and companies participate in monitoring labour market outcomes? How to disseminate labour market intelligence to VET learners through a web platform? Rapporteur Jasper van-Loo, Cedefop Juraj Vantuch, SIOV (Slovakia) George Kostakis, Cedefop Location Library room Rousseau room Foyer (table 1)
The three working groups under this theme showcase the potential of using feedback mechanisms for VET provision. Ruud Baarda from the Foundation for Cooperation on Vocational Education, Training and the Labour Market (SBB) will discuss how monitoring is used to feed into VET and VET-related policies in the Netherlands. Carina Cronsioe from the Swedish National Agency for Higher Vocational Education will present an example on how VET providers and companies participate in monitoring labour market outcomes, which helps uncover labour market information from companies willing to recruit skilled workers. Disseminating results to maximise impact will be the focus of the third workshop. As a starting point for the discussion, an example of a web platform that has been launched to disseminate labour market intelligence to VET learners and other stakeholders will be presented by Martin lovec from the Czech National Institution for Education.
Theme 2: The use of incentives in VET
Even though VET has demonstrated considerable benefits to individuals, enterprises and the economy, it still lacks esteem in a range of countries when compared to general and university programmes. Favourable outcomes alone are not sufficient to attract students to VET and to engage enterprises in providing it and therefore a range of countries use incentives. For instance, it appears quite common to complement promotional campaigns for individuals that give information on available qualifications and programmes with financial incentives and support for VET learners. In 2014 most countries also have incentives in place for enterprises to provide training or employment and/or to hire unemployed. Incentives to VET providers are less common, but several countries have taken steps after 2012 to introduce them.
The three working groups under this theme demonstrate the potential of using incentives in VET. The first working group will focus on incentives for learners. Tams Jank from the Hungarian Ministry for National Economy will share an example on the vocational school scholarship scheme for training for shortage occupations. Providing incentives to SMEs will be discussed in the second working group. An initiative that combines creating occupational profiles, validating prior learning and financial incentives for training will be presented by Mihalis Tzamalis (IME GSEVEE, the Small Enterprises Institute of the Hellenic Confederation of Professionals, Craftsmen and Merchants). Incentives for VET providers will be discussed in the third working group. Ken Seery from SOLAS (Ireland) will present the Momentum initiative which is a good practice example of performance-based incentives for VET providers.
Theme 2: The use of incentives in VET
2.1 Incentives for learners 2.2 Incentives for SMEs 2.3 Incentives for VET institutions Moderator Patrycja Lipinska, Cedefop Kostas Pouliakas, Cedefop Dmitrijs Kulss, Cedefop Contribution Tams Jank Mihalis Tzamalis Ken Seery
Ministry for National Economy (Hungary) Small Enterprises' Institute IME GSEVEE (Greece) Further Education and Training Authority SOLAS (Ireland) Example How did the VET school scholarship scheme spur students training for jobs with shortage in supply? How can financial incentives be linked to occupational profiles and be matched with validation of learning? What is the experience of introducing performance-based incentives for VET providers? The Momentum initiative. Rapporteur Lidia Salvatore, Cedefop Giovanni Russo, Cedefop Kersti Raudsepp, Cedefop Location Europa room Montessori room Foyer (table 2)
Theme 3: The role of VET for innovation
National policies for innovation and competitiveness related to education and training as well as innovation monitors and scoreboards used for international comparisons have traditionally focused on higher education. The potential of VET at all levels as a crucial factor contributing to innovation is not always recognised. In addition to preparing learners for occupations where creativity is a must, VET can foster skills to innovate and be creative and drives new ideas in business and industry. It also supports competitiveness through the development and diffusion of new technologies, processes, and services and ultimately impacts on growth and prosperity. Measures stimulating creativity and innovation tend to be closely related to policies that stimulate entrepreneurial skills and attitudes.
The three working groups under this theme highlight the role of VET for innovation. Entrepreneurship will be discussed in the first workshop, where Iris Hermens from the Netherlands will present an innovative approach to developing entrepreneurial skills. The Entreprenasium is an initiative that aims to develop socially responsible and creative young people with a strong entrepreneurial spirit. The second workshop will focus on innovation clusters. Veronique Gueguen from the French Ministry of Education, Higher Education and Research will present the example of the Campus des mtiers et des qualifications. These are regional innovation clusters built around high-quality activities that involve VET and apprenticeship. The third workshop explores how partnerships between VET and the world of work can spur innovation. Adriana Hodak from the Slovenian Intercompany Training Centre will present the experience of the School Center of Nova Gorica in cooperating with enterprises.
Theme 3: The role of VET for innovation
3.1 Entrepreneurship 3.2 Innovation clusters 3.3 Partnerships for innovation Moderator Ernesto Villalba-Garcia, Cedefop Alin-Adrian Nica, Committee of Regions Lore Schmid, Cedefop Contribution Iris Hermens Veronique Gueguen Adrijana Hodak
Entreprenasium school (the Netherlands) Ministry of Education (France) Intercompany Training Center (Slovenia) Example How entrepreneurship learners can be in charge of their own education and their own enterprise? How can innovation clusters involve VET at regional level? Campus des mtiers et des qualifications What is the experience of the cooperation between the Nova Gorica School Center and enterprises? Rapporteur Georgios Zisimos, ETF Jan Varchola, DG EAC, EC Lore Schmid, Cedefop Location Library room Rousseau room Foyer (table 1)
Theme 4: Key competences in VET
Modern labour markets require people to act in a self-directed way and to adapt to rapid changes at the workplace, in their occupations and even, at sector level. This requires the ability to apply and adjust ones knowledge and skills to new work contexts. Increasingly the jobs available at all skill levels will be those that cannot easily be outsourced or replaced by technology or organisational change. These jobs require people to think, be creative, solve problems, communicate, organise and decide. Basic skills are part of key competences. Lack of basic skills early in life can have serious consequences for social and labour market integration. People also need career management skills to manage transitions within and between jobs and learning. Young people need opportunities to acquire these skills and adults need to be able to develop them further.
The three workshops under this theme explore the role of key competences in VET. Auli Harkonen from Amiedu, a vocational adult education center in Finland, will present an example on career management skills. The Norwegian example of the Basic Competence at the Workplace (BCW) programme, which was established 8 years ago and has constantly adapted to the need for competence at the workplace will serve as a starting point of the discussion in the second group. The example will be presented by Vigdis Lahaug from the Norwegian Agency for Lifelong Learning. The third workshop will focus on how basic skills can be developed in adult learning. Liliana Preoteasa from the Romanian Ministry of Education will share the example of the The second chance programme, a basic education recovery programme for young adults who did not complete compulsory education.
Theme 4: Key competences in VET
4.1 Career management skills 4.2 Basic skills in working life 4.3 Basic skills in adult learning Moderator Pedro Moreno da Fonseca, Cedefop Irina Jemeljanova, Cedefop Alexandra Dehmel, Cedefop Contribution Auli Harkonen Vigdis Lahaug Liliana Preoteasa
Amiedu adult education centre (Finland) Agency for Lifelong Learning (Norway) Ministry of Education (Romania) Example How career management skills can be developed in adult education? The example of Amiedu What is the experience in promoting basic competences at the workplace? The BCW programme. How can young adults who did not complete compulsory education access a basic education programme? Rapporteur Pavel Trantina, EESC Jasper van-Loo, Cedefop Vlasis Korovilos, Cedefop Location Europa room Montessori room Foyer (table 2)