EU lifelong guidance policy Part I Milan REMI

EU lifelong guidance policy Part I Milan REMIŠ DG Education and Culture Unit A 1 – Lifelong learning: contribution to the Lisbon process milan. remis@ec. europa. eu

Part I Lifelong learning and guidance policy Part I

Context: challenges of the EU • globalisation – structural changes, relocation of manufacturing • unemployment <-> shortages in certain sectors • demographic changes – new types of jobs (mostly in social services) • technological development – demand for high skilled workers, generic (transferable) versus specific skills

Political context • Lisbon European Council (2000) • Barcelona European Council (2002) • Education & Training 2010 co-operation – Bologna process (Declaration on higher education, June 1999) – Copenhagen process (Declaration on vocational training, November 2002) • EU Lifelong learning policy + common objectives/targets • Renewed Lisbon strategy (March 2005)

Open method of coordination • Common objectives • Peer learning • Monitoring of progress (indicators and benchmarks, biennial joint reports) • EU reference tools supporting national reforms

Principles and initiatives • • • Lifelong guidance Validation of non-formal learning Europass (transparency/self-assessment) Key competences ECVET and Quality Assurance package (04/08) European Qualifications Framework (adopted 22/04/08) • Adult learning action plan and Council Conclusions (adopted 22/05/08)

Forthcoming initiatives • Green paper on Education + Migration (6/08) • Communication on schools (6/08) • French presidency: – Guidance conference, Lyon, 17 -18/09/2008 – Next stage of Copenhagen process, Bordeaux, 25/11/08 • New skills for new jobs communication (12/08) • Future strategic framework for Education and Training co-operation post 2010 (12/08) • European year of creativity and innovation 2009

Part II Networks in lifelong guidance Part I

Euroguidance • Network of National Resource and Information Centres for Guidance, established in 1992 • Objectives: – Develop European dimension in national systems of educational and vocational guidance and counselling – Promote mutual awareness and cooperation between guidance services – Support EU policy initiatives in the filed of lifelong guidance – Provide and exchange quality information on guidance – Cooperation on PLOTEUS portal on learning opportunities

European Lifelong Guidance Policy Network • Resolution on Lifelong Guidance of the EU Council (2004) • Conclusions of the Finnish EU-presidency conference (2006) • Preparatory meeting in Brussels, March 9, 2007 • Inaugural meeting in Helsinki, May 7 -8, 2007 • 28 members and one observer • Co-financed by the Lifelong learning programme

Finnish presidency conference on lifelong guidance, 2006 • access to guidance and the quality of guidance systems improved in general • but much remains to be done - many countries still have significant gaps in provision and deficits in quality • it is important that collaboration at EU level is maintained and enhanced

National guidance fora • National guidance fora can play an important role in supporting policy development within member-states • Such fora need to embrace all dimensions and sectors of guidance provision (including schools, VET, tertiary education, public employment services, community-based services) • The nature, tasks and structures of the fora should be related to the needs within each country • Active involvement of policy-makers is essential • The work of national guidance fora could be significantly strengthened by the activities of the ELGPN

ELGPN: long term objectives • • Support for policy development Policy sharing, peer-learning activities Information gathering Policy analysis and research Use of reference tools Exploiting project outcomes Strengthening representative structures

ELGPN: Co-operation with other structures • ELGPN and the national fora should be linked, through appropriate membership or co-operation arrangements, to other relevant networks and initiatives at European level: • Euroguidance network • Public Employment Services (PES) network • professional networks, e. g. IAEVG, FEDORA • international organisations, bodies (e. g. OECD) • other relevant stakeholder networks (e. g. social partners, parents)

Part III Part I Recent initiatives

European Qualifications Framework for Part I lifelong learning

EQF: reasons and context • barriers to lifelong learning and mobility: between Member States and between systems, e. g. between higher education and VET within countries • member states asked the Commission to develop instrument for transparency of qualifications and mobility • Bologna/Copenhagen process • complements other mobility instruments: Europass/ECTS/ECVET

EQF: approach and objectives • Looks at learning outcomes • 8 levels covering general, HE and VET (LLL) • Create common reference framework as translation device between qualifications systems and levels • Aims: enhance mobility and Lifelong learning

Country A EQF Level 8 Q Q Q NQ F/ NQS EQF Level 7 EQF Level 6 EQF Level 5 EQF Level 4 Country B NQ F/ NQS Q Q EQF Level 3 Q NQ F/ NQS EQF Level 2 NQ F/ NQS Q EQF Level 1 20

Implementation in countries • Existing NQFs: Ireland, UK France, Malta • Commitment to NQF: Austria, Belgium, Bulgaria, Croatia, Czech Republic, Germany, Hungary, Italy, Latvia, Portugal, Slovak Republic, Slovenia and Turkey • Considering or preparing NQFs: Denmark, Estonia, Finland, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Romania and Sweden • Not preparing: Cyprus, Greece, Iceland

European Credit system for Vocational Part I Education and Training (ECVET)

ECVET is: • dedicated to individuals, in a borderless and lifelong learning perspective • based on learning outcomes (knowledge, skills, competence) • achieved in all learning contexts (formal, non F, informal) • centred on qualifications and fully coherent with EQF • focused on Mobility • transparency and “tool” oriented • compatible with ECTS used in the higher education sector

Learning context A Learning context B Country A Country B Transcript of record Assessment of L. O. Credit for L. O. Validation of L. O. Recognition of L. O. Accumulation of L. O. 24

The ECVET package: • Concepts and glossary • Description of qualifications in units of learning outcomes • Transfer Process (assessment, validation, recognition and accumulation of learning outcomes) and partnerships (essential) • ECVET points allocated to qualifications and to units (additional)

60 Pts Qualification ECVET points indicate the relative weight of units: Unit 10 Points Unit 30 Points Unit 20 Points 26

Recommendation to Member states: • Promote ECVET and implement it from 2012 at the latest • Support the development of partnerships and networks involving VET stakeholders, social partners and sectors • Ensure access to information and guidance • Ensure that concerned qualifications and related Europass documents contain explicit information on the use of ECVET • Promote and apply the principles for Quality assurance • Insure that mechanisms of coordination and monitoring are operational

New Skills for New Jobs Part I

New Skills for New Jobs Steps forward • “New Skills for New Jobs" Communication to be ready by the end of 2008: ü First assessment of skills needs up to 2015 (CEDEFOP) ü Mapping of existing tools at national and European level ü Proposal to develop common European forecasting approach • Further after 2008 – to establish a long term forecasting infrastructure and sector scenarios

New Skills for New Jobs The role of E&T systems • Raising levels of skills • Ensuring a better match between the skills « supplied » with skills « demanded » by the society/economy (including improved guidance services) • Increasing responsiveness of E&T system • Increasing participation in lifelong learning • Inclusion of groups at risk (older workers, people with disabilities, migrants …) • Change to learning outcomes approach (EQF, ECVET, validation of non-formal/informal learning)

New Skills for New Jobs The role of guidance • Interface between E&T and labour market • Awareness of results of forecasting initiative – inform the clients to make the right career choices • Increased importance of guidance services in relation to New Skills for New Jobs initiative and flexicurity strategies • Council Resolution on NSNJs (11/2007) – information about skills and competences needs to be disseminated through EURES, national employment services, European and national network on guidance

Thank you for your attention!