Cedefop Director James Calleja presented the achievements and future work of the agency in an exchange of views at the European Parliament in Brussels with the Committee on Employment and Social Affairs and the directors of the European Training Foundation, EU-OSHA and Eurofound on 21 February.
His emphasis on efficiency gains and shared resources met with support from MEPs.
Speaking about Cedefop’s priorities for 2018, Mr Calleja referred to two ongoing research projects: on the changing role and nature of vocational education and training (VET), which is feeding into European Commission's focus on VET's future, and on digitalisation and the future of work. He said that the two projects and the focus on low-skilled adults epitomise Cedefop’s essential work for the next two years.
Referring to the invaluable role of the four operational departments at Cedefop, he said that projects, initiatives and online services target not only policy-makers but also VET training providers, practitioners and European citizens. 'The agency has widened its range to attract and serve those that seek its support for policy implementation and VET reform,' stressed Mr Calleja.
Strategic themes
Since 2015 Cedefop’s strategic areas of operation can be summarised under three overarching themes: shaping, valuing and informing VET. In shaping VET, the reporting on the Riga deliverables together with DG EMPL is at the heart of Cedefop’s work. This is backed by the constant support the agency gives to the Commission on European tools, in particular this year being the 10th anniversary of the European qualifications framework.
In valuing VET, Cedefop is entirely focused on learners and their employability. A forum with the European Economic and Social Committee earlier in 2018 discussed the tangible support Cedefop is giving to the initiative Upskilling Pathways – new opportunities for adults.
Low-skilled adults weigh heavily on Europe’s competitiveness and economic credibility. A new strand of work on VET for social inclusion and labour market integration will spearhead an informed debate on how to reduce the number of low-skilled adults through education and training. An important aspect is the accent on early leavers, which requires more support from Cedefop to Member States and more reform measures.
In informing VET, the relative department focuses on building capacity for skills governance in Member States that ask for support, on an analysis of online vacancies using automated web tools covering seven Member States and on co-sharing the fourth wave of the European company survey with Eurofound. Cedefop’s focus will be on whether training and lifelong learning forms part of a company’s strategic goals. The department also maintains the Skills Panorama portal which offers policy-makers a wide range of information on skills anticipation and the impact on economies by sector.
In 2018, Member States and social partners will receive added support to reform VET and to inform VET of the structural changes necessary to make learning and employability the key strategic targets for millions of European citizens.
Online services
Looking back, Mr Calleja said that several online services have been set up: the skills forecast, the mobility scoreboard and a toolkit for early leavers. For 2018, more online products will be launched, e.g. a data visualisation of the opinion survey on VET, a financing database, an apprenticeship information tool, various tools for lifelong learning guidance, and a database of skill mismatch policies and practices.
In 2017, Cedefop recorded more than 377 000 downloads, including 63 000 Cedefop briefing notes; there were 732 media articles on its work; 11 070 followed Cedefop on Facebook and 6 300 on Twitter an increase over 2016 of 18% and 22% respectively. There were 38 Cedefop publications in 2017, 53 meetings and 1 159 participants; 545 citations in academic literature were related to Cedefop’s research. In October 2017 the 100 millionth European citizen downloaded the Europass CV from Cedefop’s web portal.
Also in 2017, there was a budget execution of almost 100%, a staff engagement survey had 72% totally favourable replies from staff members, the highest among 20 EU agencies, and a survey among governing board members showed a totally favourable satisfaction rate of 77% of the quality of the agency’s consultation with stakeholders.
Looking ahead
MEPs raised various issues including the new founding regulation, the cross-cutting evaluation conducted by the Commission 2017, issues of employability and how mismatching may affect young and older workers; the role Cedefop will play in the new European Labour Authority; the request for evidence of synergies and sharing of resources between the agencies on transversal and common issues as a means to address cuts and the need for cost-effectiveness and added value; gender balance in the agencies and cuts in agencies’ budget which imply fewer resources to their core business.
In his replies, Mr Calleja said that the future of agencies such as Cedefop lies in their capacity to inject more resources in their core business. Cedefop's core business is creating new knowledge on European VET and tools to help policy-makers make the right decisions and enable more citizens to embark on learning for working: 'With depleting resources and new challenges, business as usual is not an option anymore; the aim is to share knowledge and cross-cut administrative practices. In doing so, we will be strengthening the core business and distinctiveness of each agency.'
You can watch the Cedefop Director's presentation here from 11:07:42.
|
|
At a meeting of the Section for Employment, Social Affairs and Citizenship of the European Economic and Social Committee (EESC) in Brussels on 25 January, Cedefop Director James Calleja outlined the priorities of the 2018 work programme and gave a review of the previous year.
Mr Calleja reported that in 2018 the EESC and Cedefop will join forces to support the initiative Upskilling pathways: learning opportunities for adults.
A first joint policy-learning forum will take place at the EESC in February followed by an activity in Lisbon in which businesses will meet vocational education and training (VET) providers to promote work-based learning. Employers, trade unions, youth organisations and policy-makers will take part in both events.
Mr Calleja reiterated Cedefop’s motto ‘think European, act local’, saying that this is an efficient way to ensure implementation of European policies that impact young as well as adult learners and workers. Education and training is all about upskilling and reskilling for employability.
It is employment, he stressed, that gives people scope for development, recognition, status and better quality of life. Education and training’s social dimension is at the heart of lifelong learning, a process needed to secure employment.
Mr Calleja delved into the priorities for 2018: support for the New skills agenda for Europe; finalisation of the flagship project on the changing nature and role of VET, which feeds into the Europe-wide debate on the future of VET; policy-learning forums on work-based learning and apprenticeships; learning pathways for low-skilled adults; delivery of online timely labour market intelligence; and capacity building in skills anticipation and governance.
Cedefop and Eurofound will finalise and test the questionnaire for the next European company survey.
The Cedefop Director shared success stories from 2017: an excellent result of a staff engagement survey with a total of 72% favourable replies; a budget execution of almost 100% (99.9%); a completed work programme; 38 publications; reaching the milestone of 100 million Europass CVs compiled since 2005; over 1.3 million Cedefop website page views; more than 11 000 followers on Facebook, 6 300 on Twitter and 63 000 downloads of Cedefop briefing notes.
‘2017 has seen the best of times at Cedefop, with staff responding positively and professionally to challenges posed by external factors; 2018 promises to be a time for transformation and intensified support to our stakeholders, particularly social partners and Member States keen on reforming VET,’ said Mr Calleja.
|
MEPs Anne Sander, Siôn Simon and Emilian Pavel, members of the European Parliament’s Committee on Employment and Social Affairs (EMPL), visited Cedefop on 12 and 13 February and had a fruitful exchange of views with management and staff.
The European politicians found the two-day visit useful and praised Cedefop’s quality work and expertise.
On the first day, Cedefop Director James Calleja and Deputy Director Mara Brugia presented the agency’s work and vision.
Mr Calleja talked about Cedefop’s values, multiannual objectives and strategic areas of operation, i.e. shaping vocational education and training (VET) systems and qualifications, valuing VET to empower people, and informing VET by offering labour market intelligence. He also mentioned the results of the 2017 staff engagement survey where Cedefop ‘came on top among 20 EU Agencies for totally favourable opinions’.
Ms Brugia referred to Cedefop in the European policy context and gave an outlook for 2018-20, when some of its tasks will be modified (e.g. Europass) and others will grow (policy monitoring, EAA, VET for migrants, real-time market intelligence, support to policy implementation). For that reason, she added, we aim at a reclassification from an agency at cruising speed to an agency with new tasks.
The visiting MEPs were also briefed by the Cedefop Heads of Department, Loukas Zahilas (Department for VET Systems and Institutions), Antonio Ranieri (Department for Learning and Employability), Pascaline Descy (Department for Skills and Labour Market), Gerd-Oskar Bausewein (Department for Communication), Isabelle Thomas-Kollias (Acting Head, Department for Resources and Support) and Head of Finance and Procurement Michalis Christidis.
On the second day, Cedefop experts presented work in specific areas: Konstantinos Pouliakas talked about automation and digital skills, Alena Zukersteinova introduced Skills Panorama, Lisa Rustico gave an outline of the thematic country reviews on apprenticeships, Ernesto Villalba-Garcia focused on upskilling pathways and Philippe Tissot presented Europass.
At the final session, Mr Calleja thanked the MEPs for coming to Thessaloniki and called for their continued support. British MEP Mr Simon said that it was an excellent visit and that he enjoyed the various presentations, especially the one on the future of work with new evidence-based information. Romanian Mr Pavel, an IT engineer by trade, was also interested in the impact of automation on skills and jobs. He too found the visit fruitful. Ms Sander was impressed with the insights she got, especially on cross-border mobility, an issue she said is close to her heart as she comes from border region Alsace in France.
|
Cedefop and the European Economic and Social Committee (EESC) jointly organised a policy learning forum (PLF) on ‘Upskilling pathways: a vision for the future’ in Brussels on 7 and 8 February.
The forum aimed at bringing together countries, social partners and other civil society organisations to help one another in designing and implementing measures for improving literacy, numeracy and digital skills of adults with low level of knowledge, skills and competences, in line with the Council recommendation on ‘Upskilling pathways: new opportunities for adults’.
This was the first in a series of similar events to be organised by Cedefop to complement the Commission's ongoing initiatives in this area.
Main questions
Over 100 participants from all 28 EU Member States discussed three themes:
- How are strategies for upskilling pathways implemented in each country and adapted to specific contexts? Do the different stakeholders share the same vision and the same priorities?
- What are the main challenges different stakeholders and countries face? A
- How can these challenges be addressed and overcome?
For this first event priority was given to members of the Advisory Committee for Vocational Training (ACVT), the group in charge of the follow up of the upskilling pathways recommendation. The ACVT is composed of representatives of trade unions, employers and governments.
The President of the Labour Market Observatory of the EESC Carlos Manuel Trindade opened the forum. He stressed the importance of upskilling pathways, adding that the EESC is a fitting place to host such an event as it is the ‘home of Social Europe’.
Cedefop Head of Department for Learning and Employability Antonio Ranieri also welcomed the participants and addressed the relevance of the upskilling pathways to an inclusive growth agenda.
Cedefop experts Lidia Salvatore, Irene Psifidou, Pedro Moreno da Fonseca, Ramona David and Ernesto Villalba-Garcia presented evidence of how the agency’s different projects relate to the upskilling pathways.
Involving all stakeholders
The PLF highlighted common challenges Member States face in the design and implementation of the upskilling pathways. Participants underlined the importance of creating public-private partnerships and getting all the relevant stakeholders involved in the implementation. They agreed on the significance of coherent policies that cut across different ministries, involving employers, trade unions and civil society working together to address the needs of low-skilled individuals, a heterogeneous target group with diverse needs.
Cedefop Director James Calleja and the President of the Section for Employment and Social Affairs of the EESC Pavel Trantina closed the forum. Mr Calleja underlined that careful analysis of learning needs is required to create adequate policies, adding that ‘there are different tools available; what is important is that we use them.’ He concluded with three main points: communicate better what already exists; really commit to improving the situation for low-skilled adults; and ensure continuity through long-term planning and financial resources.
Mr Trantina advocated for the creation of a quality charter in the validation of non-formal and informal learning to ensure trust on the upskilling pathways measures. He emphasised the importance of guidance in a lifelong learning context as well as giving incentives to companies and individuals to provide and go through upskilling. Mr Trantina called the event ‘the beginning of a fruitful cooperation with Cedefop’ that will be followed by the first vocational education and training/employment encounters in Portugal.
|
Over 40 participants representing researchers, policy-makers, learning providers and other stakeholders, discussed the changing nature and role of VET, shared knowledge and exchanged experiences about VET’s future at national level promoting cooperation on these matters in Europe.
The workshop built on the interim findings of the ongoing (2015-18) Cedefop study on ‘The changing nature and role of vocational education and training in Europe’. This work, based on a combination of different research methodologies, aims at an in-depth insight into the overall standing and role of vocational education and training in Europe today.
An important part of the research is to better understand VET’s dynamic character, which is why developments during the last 20-25 years are carefully mapped and analysed by the study.
The workshop followed on from previous events in 2016 and 2017 and provided an opportunity to discuss how findings of the project’s different assignments can be synthesised and feed into the final ‘scenario’ part. It also played an important role in the planning of a series of events during the 2018 Austrian EU Presidency.
Welcoming participants, Cedefop Head of Department for VET Systems and Institutions Loukas Zahilas highlighted the need to see VET’s future in relation to the tendencies on automation, demographic and economic developments. European Commission’s Jan Varchola presented the main policy documents in the 2020 agenda and the planning of the post-2020 policy proposals.
In the plenary sessions, the issues of trends and data on enrolment in initial vocational education and training in Europe, VET’s responsiveness to external change and connecting research and policy-making were presented.
In the working group sessions that followed, changes at national level were discussed focusing on how VET has changed between 1995 and 2018, which were the main changes and how it differs today, how it can respond to and balance between the need for rapid change and long-term stability and predictability, and which are the lessons for the next two decades regarding terminology, relabelling and labour market relevance.
Cedefop expert Jens Bjørnåvold, who coordinates the project, summarised the results of the discussions and exchanges of ideas and referred to the next steps.
In the concluding remarks, Cedefop Deputy Director Mara Brugia focused on the synergies of the project with other areas of Cedefop work saying that the ongoing work on the future of VET is a golden thread that weaves the fabric of a systematic VET approach, a core element of Cedefop’s work.
|
This publication is the final report of the thematic country review of apprenticeships (TCR) in Greece. The review took place between October 2015 and March 2017 at the request of the Greek Ministry of Education and the Greek Ministry of Labour.
This report presents the key findings of the review and suggestions for action in the short and medium term. The review suggests starting by elaborating efficient and participatory apprenticeship governance structures at national level; detailing areas of shared responsibility among stakeholders comprising national authorities, social partners and chambers; acting collectively at national level to bring forward improvements in selecting apprenticeship specialities, updating occupational profiles and curricula, promoting quality of learning in the workplace, training teachers and trainers, expanding incentives for enterprises; and diffusing this approach of shared responsibility to the local level, through regular and systematic cooperation among State authorities, schools, chambers, professional associations and companies.
Since May 2014, Cedefop has carried out Thematic Country Reviews on Apprenticeships in five volunteer countries: Lithuania and Malta as part of a first wave (2014-2015); Greece, Italy and Slovenia as part of a second wave (2015-2017). Cedefop has carried out a third wave of reviews in two more countries, Cyprus and Croatia, and piloted a lighter version of the TCR (flash TCRs) in Belgium (French-speaking Community) and Sweden.
Apprenticeship review: GreeceENDOI: 10.2801/969982TI-05-17-224-EN-NISBN: 978-92-896-2517-315/02/20184.65 MB
Apprenticeship review Greece: executive summaryENDOI: 10.2801/909253TI-02-18-547-EL-NISBN: 978-92-896-2670-502/05/2018310.91 KB Επισκόπηση της μαθητείας Ελλάδα: συνοπτική παρουσίασηELDOI: 10.2801/471947TI-02-18-547-EL-NISBN: 978-92-896-2671-202/05/2018396.93 KB
|
The sixth Cedefop national qualifications framework (NQF) monitoring report confirms that NQFs play a key role in the European qualifications framework (EQF) implementation and in improving transparency and comparability of qualifications nationally and internationally.
The 39 countries monitored (28 EU Member States, Albania, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Kosovo, Montenegro, Norway, Serbia, Switzerland and Turkey) are developing and implementing 43 national qualifications frameworks. Most NQFs are comprehensive – covering all levels and types of formal education and training qualifications and promoting learning outcomes perspectives – and trigger reform. They have contributed to reinforced and more consistent use of learning outcomes in qualifications, made higher VET (EQF levels 5 to 8) more visible, and supported more systematic implementation of validation of non-formal and informal learning. However, their visibility and use by the labour market is still limited. Sustainability, visibility to end-users, stakeholder involvement, ownership of the process, and consensus-building are among the conditions critical to successful NQF use and impact.
National qualifications framework developments in European countriesENDOI: 10.2801/349835TI-BC-17-007-EN-NISBN: 978-92-896-2529-602/02/20181.38 MB National qualifications framework developments in European countriesENDOI: 10.2801/860102TI-BC-17-007-EN-EISBN: 978-92-896-2528-902/02/2018334.83 KB
|
Skill shortages and skill mismatch are major concerns for policy-makers. The report calls on policy-makers to adopt a different mindset for tackling skill mismatch, focused on sustainable activation, continuous learning, job-task reengineering and promotion of higher-end product market/managerial practices.
With mass job destruction and sectoral restructuring following the recent economic crisis, four in 10 EU employers had difficulty finding people with the right skills, while unemployment rates peaked. Rapid digitalisation and technological skills obsolescence has also raised concerns about the extent to which the EU workforce is adequately prepared for the fourth industrial revolution. Yet, despite worries of increasing skill shortages and gaps, about 39% of adult EU employees are overskilled and trapped in low quality jobs. This publication analyses Cedefop’s European skills and jobs survey, a new data set covering about 49 000 EU-28 adult employees. Compiling different data insights, the report highlights that skill mismatch is a complex, multidimensional and dynamic phenomenon.
Insights into skill shortages and skill mismatchENDOI: 10.2801/645011TI-06-17-407-EN-NISBN: 978-92-896-2520-330/01/20182.3 MB
|
The European Union’s economic recovery has strengthened. But the economic downturn has accelerated long-term trends of globalisation and digitalisation that demand new skills.
Forecasts of a smaller available workforce due to demographic trends are also becoming a reality.
Vocational education and training (VET) can help tackle these issues, especially as part of a comprehensive policy approach. Cedefop continues channelling European experience to improve VET policies.
ПОДОБРЯВАНЕ НА ПРОФЕСИОНАЛНОТО ОБРАЗОВАНИЕ И ОБУЧЕНИЕ ЧРЕЗ ДАННИ, АНАЛИЗИ И ОБМЕНBGDOI: 10.2801/24275TI-BB-18-001-BG-NISBN: 978-92-896-2230-128/02/2018446.41 KB ПОДОБРЯВАНЕ НА ПРОФЕСИОНАЛНОТО ОБРАЗОВАНИЕ И ОБУЧЕНИЕ ЧРЕЗ ДАННИ, АНАЛИЗИ И ОБМЕНBGDOI: 10.2801/831782TI-BB-18-001-BG-EISBN: 978-92-896-2228-828/02/201854.25 KB
Berufsbildung verbessern – durch Daten, Analysen und InformationsaustauschDEDOI: 10.2801/224194TI-BB-18-001-DE-NISBN: 978-92-896-2546-321/02/2018894.74 KB Berufsbildung verbessern – durch Daten, Analysen und InformationsaustauschDEDOI: 10.2801/437849TI-BB-18-001-DE-EISBN: 978-92-896-2538-821/02/201849.78 KB
Βελτίωση της επαγγελματικής εκπαίδευσης και κατάρτισης μέσω δεδομένων, αναλύσεων και ανταλλαγώνELDOI: 10.2801/496122TI-BB-18-001-EL-NISBN: 978-92-896-2542-528/02/2018517.89 KB Βελτίωση της επαγγελματικής εκπαίδευσης και κατάρτισης μέσω δεδομένων, αναλύσεων και ανταλλαγώνELDOI: 10.2801/34683TI-BB-18-001-EL-EISBN: 978-92-896-2537-128/02/201853.87 KB
Improving vocational education and training through data, analyses and exchangesENDOI: 10.2801/16901TI-BB-18-001-EN-NISBN: 978-92-896-2535-721/02/2018310.04 KB Improving vocational education and training through data, analyses and exchangesENDOI: 10.2801/55277TI-BB-18-001-EN-EISBN: 978-92-896-2539-521/02/201848.3 KB
Mejora de la formación profesional mediante datos, análisis e intercambiosESDOI: 10.2801/828516TI-BB-18-001-ES-NISBN: 978-92-896-2229-528/02/2018319.75 KB Mejora de la formación profesional mediante datos, análisis e intercambiosESDOI: 10.2801/705519TI-BB-18-001-ES-EISBN: 978-92-896-2231-828/02/201849.35 KB
Améliorer l’enseignement et la formation professionnels grâce aux données, aux analyses et aux échangesFRDOI: 10.2801/321045TI-BB-18-001-FR-NISBN: 978-92-896-2541-821/02/2018960.86 KB Améliorer l’enseignement et la formation professionnels grâce aux données, aux analyses et aux échangesFRDOI: 10.2801/487987TI-BB-18-001-FR-EISBN: 978-92-896-2547-021/02/201849.59 KB
Migliorare l’istruzione e la formazione professionale attraverso dati, analisi e scambiITDOI: 10.2801/879383TI-BB-18-001-IT-NISBN: 978-92-896-2545-628/02/2018371.03 KB Migliorare l’istruzione e la formazione professionale attraverso dati, analisi e scambiITDOI: 10.2801/986869TI-BB-18-001-IT-EISBN: 978-92-896-2534-028/02/201849.68 KB
Poprawa kształcenia i szkolenia zawodowego za pośrednictwem danych, analiz i wymianPLDOI: 10.2801/419242TI-BB-18-001-PL-NISBN: 978-92-896-2536-428/02/2018424.85 KB Poprawa kształcenia i szkolenia zawodowego za pośrednictwem danych, analiz i wymianPLDOI: 10.2801/357488TI-BB-18-001-PL-EISBN: 978-92-896-2543-228/02/201849.37 KB
Melhorar o ensino e a formação profissionais através de dados, análises e intercâmbiosPTDOI: 10.2801/85556TI-BB-18-001-PT-NISBN: 978-92-896-2544-928/02/2018324.53 KB Melhorar o ensino e a formação profissionais através de dados, análises e intercâmbiosPTDOI: 10.2801/026143TI-BB-18-001-PT-EISBN: 978-92-896-2540-128/02/201850.08 KB
|
ReferNet partners talk about the most important vocational education and training/labour market policy developments in their country and their partner countries at the ReferNet annual plenary meeting on 29 and 30 November 2017 in Thessaloniki
|
|
|