Presentation folkuniv in kielce
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1. The document discusses trends in vocational education and training (VET) in Europe and strategies for developing VET programs. 2. It outlines shifts from an industrial to knowledge-based society and changing labor market demands that require more flexible, individualized learning and integrated skills development. 3. Effective VET systems require strong partnerships between educational institutions, businesses, and government to ensure programs align with sector needs and support lifelong learning, innovation, and regional economic development.
Presentation folkuniv in kielce
- 1. 1 Ali Rashidi Director International project Folkuniversitetet Uppsala - Sweden Human Resource Development & the role of Vocational Education and Training “Global changes from a regional perspective”
- 2. 2 Agenda for workshop 1. Global trends towards knowledge society 2. European Agenda 3. The role of vocational education & Training (VET) 4. New European model for VET for transfer of innovation 5. Belarusian – Swedish cooperation in VET 6. European Association for VET-providers
- 3. 3 On the way to the knowledge society • Industrial Society - Standard programs - Distinction head-hands - Knowledge and skills more or less closed - Education and training in one institution - Differences between students deviation of the standard - Vertical hierarchy • Knowledge Society - Individual learning trajectories - Head-hands-heart integrated by competences - Knowledge and skills stream - Open learning environments - Differences are the starting point - Horizontal organisation
- 4. 4 Some trends in the Labour Market of EU-27 Changes in labour force by age up to 2020: 15 - 24 - /- 4 million 25 - 34 -/- 1 million 35 – 44 - /- 2,5 million 45 – 54 + 2 million 55 – 64 + 6 million Demographic tendencies: Northern Europe: stable decrease Result: additional constraints on organizations policy Need: adapt HRM policy
- 5. 5 -6 -4 -2 0 2 4 6 8 10 12 14 Legislators, senior officials and managers Professionals Technicians and associate professionals Clerks Service workers and shop and market sales workers Skilled agricultural and fishery workers Craft and related trades workers Plant and machine operators and assemblers Elementary occupations Change 2006-2020 in million jobs Expansion demand (net change) Replacement demand Towards knowledge-intensive occupations…
- 6. 6 8.3 2.4 0.8 0.9 3.3 1.1 1.5 3.6 -0.4 -2.3 -1.0 -4.8 -5 0 5 10 High-skilled non-manual occupations Low-skilled non-manual occupations Skilled manual occupations Elementary occupations High qualification Medium qualification Low qualification Net change 2006 - 2015 million jobs
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- 8. 8 Some Dilemma’s regarding employability All efforts at individual side? All initiative at individual side? Or Forced learning? Individual choices, motives <–> organizational context, goals; Flexibility (broad) versus specialism; Need for security and stability of worker; Who’s problem?
- 9. 9 Government Forum for collaboration Non-governmental organisations Companies Educational community The context of life-long-learning
- 10. 10 “A regional development strategy based on improved quality and availability of education and training can engender, by contrast, a virtuous circle in which skills development fuels innovation, productivity increase and enterprise development, technological change, investment, diversification of the economy, and competitiveness that are needed to sustain and accelerate the creation of more and better jobs” International Labour Conference, 2008, International Labour Office Geneva
- 11. 11 Educational organization Corporations SMEs Regional authorities Economy Employment Innovations SustainableDevelopm ent Life-long Learning The concept of life-long-learning
- 12. 12 Main issues: Partnership development: how to establish a partnership of diverse stakeholders in adult education (especially authorities, NGOs and businesses); Methodology of adult education: how to organise training of trainers and turn them into multiplicators of new approaches in education; Creating an efficient adult education lobby: how to launch sustainable systemic changes in adult education that would affect legislation and governmental policies; Integration into international processes:, how to incorporate international standards and requirements into national educational doctrines. VET as a necessary element of Knowledge Society
- 13. 13 Administrative -legal Organisational and environment Competence-based VET Program and curriculum Professional Pedagogic- didactic The wheel of flexibility
- 14. 14 Strong cooperation between Public authorities, Business and Education is precondition 1. We need high quality institutions with a clear focus on sectors and a high degree of flexibility notably in their interaction with sectors in order to cope with ever faster technological changes & consequences of demographic changes 2. Local level is of utmost importance: cooperation between companies and local institutions.
- 15. 15 A framework for employer engagement Sustained interaction between employer and the planners and providers of learning Employer as strategic partner Job-Skill Toolbox Purchases diagnostic services and skills development from LSC funded providers Employer as consumer CQAF-VET 2 Provides leadership through involvement in the design, development, management, delivery and assessment of learning Employer as stakeholder CQAF-VET FeaturesType of engagement
- 16. 16 Stimulating and impeding factors • Stimulating factors - Sharing of knowledge through cooperation and networking - Clear frameworks - Bottom up approach - Adequate organisational and financial conditions - Adequate project management - Linking up with running innovations - Looking for regional nearness - Cultural aspects • Impeding factors - Law and regulations - Image forming - Relation with trade and business more difficult in economic heavier times - Complexity in content and regional complexity - Complexity of broad, multilateral networks of cooperation
- 17. 17 Market research and Curriculum development new VET Business Sector Demand For new skill Individual companies Individual companies Business Associations Business Associations MediaMedia OtherOther AVE providers Draft AVE curricula Draft AVE curricula QuestionnaireDirect contact Implemented AVE curricula Implemented AVE curricula Correction Improvement
- 18. 18 Organisational structure of new VET Business represenARSTAives Business represenARSTAives Public Authorities Public Authorities Student representatives Student representatives Teacher representatives Teacher representatives Final AVE curriculum Final AVE curriculum AVE providers AVE training process AVE training process AVE Management board AVE Management board Implementation responsibility Decision Making Reporting Continuous improvement Continuous input
- 19. 19 New model for VET Demand for a new AVE program Demand for a new AVE program AVE provider AVE provider Labour Market Labour Market draft AVE curriculum draft AVE curriculum Definition of demanded skill Step 1Step 2 Step 3 Step 4 Demand for new skill IMPLEMENTATION OF AVE Final AVE curriculum IMPLEMENTATION OF AVE Final AVE curriculum Step 5Step 5 AVE Management board AVE Management board suggestion correction
- 20. 20 Agreements with 1. Enterprises 2. Government 3. Educational org. 1. Final detailed Documents 1. Establishment of co-operation body Awareness rising activities 1. Enterprises 2. Government 3. Educational org. Curricula Training Of the trainers Official Recognition of AVE Evaluation by -ministry of educ. -Swedish evaluator - Phase 1 Phase 2 Phase 3 Phase 4 Self-employment Project Management Agreements with 1. Enterprises 2. Government 3. Educational org. 1. Final detailed Documents 1. Establishment of co-operation body Awareness rising activities 1. Enterprises 2. Government 3. Educational org. Elaboration Of curricula Training Of the Pilot group Evaluation by -ministry of educ. -Swedish evaluator - Dissemination activities Employment