Cedefop newsletter

During a memorable evening at the Thessaloniki Concert Hall, participants watched a message from European Commission Vice-President Margaritis Schinas and listened to an inspiring presentation by futurist Fabienne Goux-Baudiment, offering an insightful look into the future of education and society as a whole.

Slovak member Juraj Vantuch's great contribution to the network over the years was also recognised. Mr Vantuch received the first ReferNet partnership award from Cedefop Executive Director Jürgen Siebel.

‘Tremendously successful’

Mr Siebel opened the event with a look back at the network’s rich 20-year history. ‘What a great and purposeful 20 years this has been,’ he exclaimed, adding that ‘booming interest in exchanging knowledge and views on VET and skills helped shape the network.’ He also noted that ReferNet and the Copenhagen process, aiming to establish common European objectives and reform national VET systems, were born in the same year – 2002.

According to the Cedefop Executive Director, ‘From the experience of the first 20 years it is clear that we are dealing with a cooperation based on mutual benefit – a win-win situation. ReferNet’s tremendously successful contribution so far makes the network one of Cedefop’s most cherished enterprises as we face and plan for the years ahead.’

Addressing the ReferNet partners, Cedefop Head of Department for VET and Qualifications Loukas Zahilas highlighted that ‘we are a group of people, a group of Europeans, representing all EU Member States, Iceland and Norway, sharing the same vision of working for a better VET.’

‘Awakening vocations and training’

In his video message, Mr Schinas congratulated ReferNet on its anniversary and talked about the upcoming European Year of Skills 2023.

‘Skills are what allow people to excel and businesses to grow. They enable us to navigate a crisis, adjust to change and recover. They are key to our competitiveness but also to the cohesion of our societies,’ he said, adding that ‘our ultimate objective is to empower people and allow them to be better equipped to manage their lives.’

The Commission Vice-President stated that 2023 will be ‘a year of growth and collaboration, of synergies between our regions, business communities, SMEs and academia. Fundamentally, it will be a year of awakening vocations and training.’

Concluding, he argued that ‘in Europe we need a skills revolution and we need it now, but one that at the same time leaves nobody behind.’

Education in a ‘liquid world’

Ms Goux-Baudiment presented the notion of a ‘liquid world’. She talked about the great historical transitions of human societies, looking into the current trends and what can be a bright future, with education playing a vital part.

Regarding the challenges to education in a disruptive socioeconomic environment, she maintained that the great transformation leading to development model X.0, which is characterised by liquidity, calls for new tools and solutions. Education will prepare free individuals, ‘liquid’ people claiming a new freedom. The goal is to bring freedom while keeping social cohesion to enable the great transformation.

The annual meeting

The ReferNet partners gathered again the following day at the Cedefop premises for their two-day annual plenary meeting. They all expressed their delight that they were able to meet again in person following the coronavirus pandemic.

European Commission’s Manuela Geleng outlined the latest VET policy developments. She reiterated that the Commission relies on the expertise of Cedefop, its sister EU agency, the European Training Foundation, and ReferNet in monitoring the progress of the national implementation plans (NIPs) on VET.

George Kostakis, Cedefop coordinator of the VET policies and systems team, presented the soon-to-be-released ‘Timeline of VET policies in Europe’.

Cedefop experts also presented adjusting policy reporting to the countries’ NIPs, inspiring national news on VET for European policy-makers and practitioners, an introduction to the ad hoc activity on improving understanding of qualifications in online job advertisements, and a comparative analysis of ReferNet reports on teachers and trainers in a changing world.

 In open space sessions, on both days, participants discussed how they would like ReferNet to develop in the next 10 years.

Wrapping up proceedings, Cedefop Director Jürgen Siebel paid tribute to Sylvie Bousquet who has been ReferNet coordinator throughout its 20-year history.

Check out the anniversary photos here.

The virtual conference took place on 5 and 6 December and provided an opportunity for over 180 policy-makers, stakeholders, experts and researchers to discuss the final findings of the future of vocational education and training project.

Building on the systematic research carried out by Cedefop, the conference linked directly to the ongoing political discussion on the future of European VET evidenced in the 2020 European Skills Agenda, VET Council Recommendation and Osnabrück Declaration.

Change to stay relevant

Opening the event, Cedefop Executive Director Jürgen Siebel noted that ‘VET systems are indeed changing to stay relevant. And while most countries move forward through small steps, as revolutions are rare in our area, the long-term implication is the emergence of modernised and more flexible VET systems able to serve learners of all ages and with different needs.’

The findings of both related Cedefop projects, 'The changing nature and role of VET in Europe (2015-18)' and 'The future of VET in Europe (2020-22)', were presented, sparking a discussion on whether:

• VET is gradually being marginalised by changing skill needs and the enlargement of the footprint of general and academic education, or
• it is actually expanding, responding to the needs of labour markets for work and practice-based skills.

These two tendencies, it was concluded, still coexist at the current juncture, and the jury is still out on whether one shall prevail over the other or they will continue on their parallel ways.

Invited speakers analysed the emerging role of VET in a global, European and national perspective and addressed the key challenges, opportunities and dilemmas for the future. During a session dedicated to the 20 years of European cooperation in VET, chaired by Cedefop Head of Department for VET and Qualifications Loukas Zahilas, the challenges and success stories of European joint work in this area were highlighted.

Cedefop research 'a strong basis'

Cedefop experts Jens Bjørnåvold, whose distinguished career at Cedefop came to a close at the event, and Anastasia Pouliou presented the Agency's research as part of the Future of VET project, while four break-out sessions discussed:

• the review and renewal of VET content
• changes in VET delivery
• changes in assessment
• the link between initial (IVET) and continuing VET (CVET)

Speakers noted that the perspectives developed in the Cedefop research programme provide a strong basis for further developing comparative methodologies, that the quality and attractiveness of VET should be strengthened in the future and that, while this will require a change in the overall conceptualisation of VET, it will also require systematic investment in research, by adding resources, building networks and strengthening cooperation.

Participants agreed that the next phase of Cedefop’s work on the future of VET, starting in 2023, could play a significant part in taking research in the field forward.

The role of microcredentials in facilitating learning for employment is a major study commissioned by Cedefop. Its aim is to contribute to a better understanding of the role played by microcredentials in supporting labour-market-related and employment-relevant education, training and learning. The project findings will offer new knowledge on the characteristics of microcredentials, their added value to individual learners and employees, as well as their impact on existing qualifications and recognition systems.

A key focus of the study is to understand the relevance of microcredentials for the individual learner and the conditions that need to be met for them to support learners in navigating their careers through life and across different areas of education and employment. Capturing the voice of individual holders as well as education or labour market receivers is important.

To this end, four surveys (addressed to different target groups) are being conducted. Respondents are invited to complete a short questionnaire to record their experiences and perceptions of microcredentials’ role in supporting lifelong and life-wide learning. The surveys are available in 8 languages (English, Dutch, Finnish, German, French, Polish, Spanish and Slovenian).

Cedefop supports the distribution of the questionnaires and encourages individuals to respond to obtain a wide cross-section of views.

Please take this opportunity to give your views:

• Added value of microcredentials: questionnaire for employees
• Added value of microcredentials: questionnaire for students and adult learners
• Added value of microcredentials: questionnaire for individuals who are currently not employed
• Added value of microcredentials: questionnaire for employers

The survey will remain open until 15 January 2023 but please submit your responses as soon as possible.

If you require content-related information, you can contact Cedefop experts Anastasia Pouliou Anastasia.pouliou@cedefop.europa.eu or Iraklis Pliakis Iraklis.pliakis@cedefop.europa.eu

For any other information: Greta Kirdulytė (Project Manager, PPMI) greta.kirdulyte@ppmi.lt and microcredentials@ppmi.lt

The forums allow countries to learn from one another and explore ways to improve training for adults with low skill levels.

Laurenţiu Plosceanu, President of the EESC Section for Employment, Social Affairs and Citizenship, told the 90 participants that ‘COVID-19 has resulted in an unprecedented change in the world of work. The need for digital skills has become more visible. Equipping people with the skills needed to keep up with the changing world of work must be a priority.’

At least 50 million adults in Europe lack basic literacy, numeracy and digital competencies. Some 128 million require upskilling and reskilling, according to Cedefop estimates.

In addition, workplaces are offering fewer opportunities to upskill workers, making Cedefop’s role more crucial, argued the Agency’s Head of Department for VET and Skills Antonio Ranieri. The European Pillar of Social Rights set a target that at least 60% of all adults should participate in training every year by 2030.

Cedefop Deputy Director Mara Brugia said: ‘While low-skilled adults deserve special attention, it is essential that all adults have the chance to develop and upgrade their skills, regardless of their labour market status and socioeconomic background. This is a prerequisite if we want to ensure that they can manage frequent transitions and succeed in their lives and careers.’ 

Thematic country reviews

The event was an opportunity to discuss the preliminary findings of Cedefop’s thematic country reviews on upskilling pathways for low-skilled adults, in France and Italy.

Cedefop expert Lidia Salvatore outlined the project which will continue with reviews in Croatia and  Spain in 2023.

The first results showed the importance of local organisations and partnerships in reaching out to ‘the invisibles’ – people most at risk of social exclusion – and highlighted the importance of turning ad hoc projects into sustainable initiatives.

‘There are many programmes, tools and funds offering upskilling opportunities. It is a challenge for any adult to navigate this jungle of offers,’ said EESC member Tatjana Babrauskiene.

Better cooperation needed

According to Ms Brugia, the European Union’s Council Recommendation on upskilling pathways: new opportunities for adults 'has helped to bring back adult empowerment and skill development throughout people’s lives to the top of the policy agenda.’

However, opportunities for up- and reskilling varied across Member States and implementing the Recommendation’s three steps – providing skills assessment, personalised learning offers and skills validation – requires the strategic coordination and cooperation of many partners.

‘We need to invest in partnerships and infrastructure. Reaching the low-qualified requires working together with social partners and civil society and with those who do not traditionally focus on upskilling,’ said the European Commission's David Kunst, adding that, as the Commission has made 2023 the European Year of Skills, it should be used to provide impetus for further initiatives.

During Cedefop's third Policy learning forum (PLF), titled 'Assessing the feasibility of a pan-European survey of VET teachers and trainers', which took place online on 22 and 23 November, around 80 participants reviewed the findings of the feasibility study that started in 2021 and discussed different scenarios about upscaling the survey in IVET to all European Union countries, Norway and Iceland.

Participants included representatives from ministries, European sectoral social partners for education, the European Commission (EC), national social partners, OBESSU, the European Parents’ Association and European Associations of VET providers as well as school principals from the pilot countries: Austria, Croatia, Greece, Lithuania, the Netherlands and Spain.

A key aim of the feasibility study was to test the methodology of a pan-European survey by recording the difficulties faced and lessons learned and also pointing to a better understanding of the conditions that need to be in place for a successful upscaling of the survey.

Understanding the challenges ahead

Welcoming participants, Cedefop Executive Director Jürgen Siebel noted that the findings of this European survey can help teachers, learners and policy-makers to understand the challenges that lie ahead for VET and IVET, while Antonio Ranieri, Head of the Agency's department for VET and skills acknowledged the great support in carrying out this study of the advisory group set up by Cedefop and composed of ministry representatives from the pilot countries and European sectoral social partners for education.

Cedefop expert Irene Psifidou, coordinator of the Agency's work in this project, presented the key findings of the feasibility study, along with research and policy analysis centre PPMI's Gerda Burneikaite and Ockham IPS' Director Simon Broek. She noted that the European survey that Cedefop wishes to launch is unique in its nature, as it will reveal how well teachers, trainers and principals feel they are prepared for their highly demanding professions.

A detailed presentation of the conditions for a future EU-wide survey sparked lively debate on the methodology, scope and the key incentives to motivate the participation of schools and trainers.

Cedefop Deputy Director Mara Brugia highlighted the added value of the EU survey:

'Existing statistics and surveys at national level in IVET are often not systematic and, in any case, do not offer comparable data across Europe. At the same time, existing international surveys do not offer a specific focus on VET. This planned survey may allow us to monitor the access, the quality and effectiveness of continuing professional development for teachers and trainers in participating countries.'

Becoming a climate neutral economy by 2050 is one of the key targets of the European Green Deal, the EU’s growth strategy. The green transition is already changing employment, jobs, skills and training needs. Labour market research and high-quality skills intelligence – at EU, national, regional, local and sectoral levels – is instrumental.

Apart from achieving environmental goals and targets, the wider socioeconomic implications of the green transition must be considered to ensure it is just. Cedefop and Eurofound have been exploring the impact of environmental policy on skills, jobs, and vocational education and training (VET) for over a decade. Opening the event, Eurofound Executive Director Ivailo Kalfin called it ‘an example of good cooperation and sharing of expertise among the EU agencies.’

In his opening remarks, Cedefop Executive Director Jürgen Siebel echoed his counterpart and stressed that the seminar had a ‘crucial objective: to trigger exchange and discussion among Agencies. We hope to boost peer learning and enable the identification of synergies, common challenges and concerns for the road ahead.’

Cedefop expert Stelina Chatzichristou navigated attendees to the green observatory that encompasses the Agency’s ‘green’ work. Fellow expert Jiri Branka provided detailed information on Cedefop’s analysis based on online job advertisements. Eurofound’s Jorge Cabrita shared with EU-ANSA colleagues the Agency’s recent work on the role of social dialogue and job quality in the green and just transition and announced forthcoming work on those and other themes.

A panel of experts from the European Environmental Agency, EU-OSHA and the Joint Research Centre of the European Commission discussed some of the key factors that Agencies should take into consideration in their work on the green and just transition in the short and the long term, such as the industry’s changing skill needs and the need to embed sustainability principles and goals from the design phase of policies and activities. Some similarities were identified with the countries where the European Training Foundation operates. 

Adjustment and agility are necessary from the VET programme design level to the development of more comprehensive frameworks for skills and jobs in the green transition. The transition calls for a transformation of the state of play, so Agencies need to translate the implications into interactions and interdependencies between them.

The transition’s gender element, the urgency of considering vulnerable groups of learners and workers, as well as the health (physical and mental) and safety implications of the profound changes to the ways of production, new materials, new business models etc., were some of the points that gained traction.

Cedefop and Eurofound will assess the seminar outputs to inform the next steps of their collaboration in this thematic area that will include a policy brief and a social partners forum in 2024 on the impact of the green transition on skills and jobs.

On 28 November, the EU ministers of education agreed on measures to reduce the share of those leaving education and training early and to bring down under-achieving in reading, mathematics and science, issuing a recommendation to the European Commission and Member States.

The recommendation invites governments, by 2025, to develop, or, where appropriate, further strengthen, an integrated and comprehensive strategy towards school success, including prevention, intervention and compensation measures for learners requiring additional attention and support.

Furthermore, suggests that Member States pay special attention to wellbeing at school, given that research indicates that emotional, social and physical wellbeing is important to enhance children and young people’s chances of succeeding in education and in life.

The recommendation further invites governments to back school leaders, teachers, trainers and other staff by helping them to acquire knowledge, skills and competences and providing support for continuous professional development, as well as adequate time, space and support to work effectively with all learners, including those at risk of exclusion, underachievement and early leaving.

This latest recommendation replaces a 2011 Council recommendation on policies to reduce early school leaving. Since 2010, the rate of early leavers has decreased by 3.9 percentage points. However, at 9.7 % in 2021 across the EU on average the share is still above the EU’s 9% objective, while the underachievement rate stands at 22.5% in reading, 22.9% in mathematics and 22.3% in science.

Cedefop's work to tackle early leaving

Monitoring and collecting quantitative and qualitative data at national, regional and local levels is an essential condition for designing and rolling out the new strategy, and this is where Cedefop's research work comes into play.

A valuable source of support to policy-makers and education and training providers, Cedefop's VET toolkit for tackling early leaving provides 20 key intervention approaches and around 300 resources, including good practices and tools. Thus, the toolkit has become the main reference point for policy-makers and VET practitioners in Europe.

According to the recommendation, resources available in Cedefop’s VET toolkit for tackling early leaving can be used to promote networking between schools, as well as multi-professional learning communities at local, regional, national and international levels to promote mutual learning.

Moreover, the recommendation acknowledges the crucial role of Cedefop’s ambassadors for tackling early leaving in identifying and sharing successful practices.

This was the key message that Cedefop Executive Director Jürgen Siebel drove home during a meeting at the European Parliament, titled 'Right skills and quality jobs for young people in the European Year of Youth 2022'. The event was organised by Ceemet, the European employers’ organisation representing the interests of the metal, engineering and technology-based industries, and IndustriAll European Trade Union, a federation of trade unions representing manual and non-manual workers in various industries and activities.

Mr Siebel presented Cedefop's work on skills anticipation and the development of skills intelligence – powerful and actionable information that helps policy-makers, employers and individuals make the right education, training and skills investment choices:

• Short term skills needs analysis, to understand emerging skills needs in the labour market, for example by analysing online job advertisements.
• Long-term skills needs analysis: for instance, via forecasts, which typically look a decade ahead.
• Analysis that examines the match between people and jobs, for example via employer and worker surveys to measure imbalances between skills demand and supply – skills gaps but also skills that are not used.

Drawing on data harvested from Cedefop's research, Mr Siebel said that implementing the European Green Deal is forecast to bring 2.5 million extra jobs to Europe's economies by 2030, adding that another critical part of preparing for this transition, and of the research carried out by the Agency, is understanding what those jobs look like and how we can educate, train and upskill people to access them. Vocational education and training (VET) – he pointed out – is in an advantageous position to facilitate the twin transitions thanks to its immediate proximity to both the world of work and education.

'One of the key lessons from our work on the green economy is that we can and should do much better in marketing and 'selling' green jobs. In all sectors, people on the ground tell us that we need to overcome stereotypes (e.g. 'waste management jobs are dirty') and increase awareness of the many well-paying jobs and careers out there. We cannot afford not to do this, as skills shortages will delay progress towards a greener economy and society,' Cedefop Executive Director underlined.

He noted that not all green jobs are high skilled ones, pointing to the example of the waste management sector, where almost half are skilled manual or elementary jobs.

Mr Siebel warned that data suggest, despite the fact that digitalisation is an area where young people obviously have a clear advantage, in terms of the jobs they have they are often disadvantaged. This – he said – calls for fresh investment not only in skills but also in jobs that capitalise on the younger generation's digital savviness.

The European Commission has made a similar pledge, aiming to be climate neutral by 2030. Other EU agencies are also working towards the same direction. The EU as a whole aspires to be climate neutral by 2050.

Reducing greenhouse gas emissions is the first step in Cedefop’s journey towards climate neutrality and sustainable corporate presence. This will be a process of transformation for the Agency under the umbrella of a broader environmental strategy; it will entail being mindful of reducing our impact on the climate and on the environment, as we continue our work to fulfil our mission.

To ensure accountability, Cedefop is planning to improve its environment management system, aiming to become EMAS certified.

This will require a series of actions in several areas, such as facility management, travelling and modes of working, to reduce both direct and indirect emissions. Some actions have already been implemented:

• business travel has been cut down by at least 65% compared to 2019;
• LED lighting replaced traditional lighting;
• new energy-efficient window blinds were installed;
• electric car chargers were made available to staff.

More have been decided on and will be implemented in 2023, such as upgrading the building insulation and installing photovoltaic panels.

The results of a dedicated study on ways to becoming carbon neutral by 2030 are expected to provide ideas for further actions and commitments to be made in areas such as:

• greener ICT and digital communication;
• green public procurement;
• optimisation of workspaces;
• lower travel carbon footprint;
• organisation of sustainable events.