DIRECTORATE-GENERAL FOR EDUCATION AND CULTURE
Education and vocational training
Vocational training and adult education; Erasmus+
Brussels,
EAC.B.2/AB/fa Ares (2014)
File code: 2008/DGVT DGFP/002
Meeting of the Directors General for Vocational Training
Rome, Italy, 13-14 October 2014
DRAFT minutes of the meeting
I. Welcome by the Italian Presidency and the Commission
The Italian Presidency (Mr Salvatore Pirrone, Director General for Active Labour Policies, services for employment and training, Italian Ministry of Labour) welcomed the participants and informed the meeting about the High Level Summit in Milan on employment few days earlier, with the Chiefs of Governments. The conclusions called for reforms in the labour market (to link education with employment, progress towards dual education and strengthen the role of the public employment services)and acknowledged investments in education and human capital were indispensable for the future, as mentioned by Commissioner Andorat the event.
Mr Antonio Silva Mendes, Director for Education and Training: Erasmus+, on behalf of the Commission, underlined that several strategies are under revision (Europe 2020, ET2020 and the Bruges Communiqué) and it was necessary to deliver a coherent package, including VET and Adult education, to establish where best to focus European cooperation to fight unemployment and the risks faced by the70 million low skilled people.He reminded the need for action-based steps, like the Call on apprenticeships, the Youth guarantee and the European Alliance for Apprenticeships, backed by 200 companies offering more than 100.000 placements.
He explained that the new Juncker Commission, with its 10 objectives,outlines the need to reinforce the employment component of EU policies; this will imply that the VET and Adult Learning policies will be transferred to DG EMPL, due to changes of portfolios. The agencies, Cedefop and ETF will also be transferred. He reminded that the cooperation with DGEMPL is already long standing based on joint initiatives, while the change will create more opportunities, for example with the European Social Fund.
Continuity and good coordination needed to be ensured among the 2 DGs and he introduced Mr Detlef Eckert as Director of DG EMPL, who will be the Director in charge of VET and AL,in the new configuration. Mr Eckert explained his competences, Europe 2020, Employment policies, and emphasised that the Juncker Commission is making an attempt to work differently, with the set upof Vice Presidents, whose role will be to coordinate the work of other Commissioners, to allow a much more integrated approach in European policies, in the future.
The Italian Presidency welcomed the re-organisation and stressed the need for cooperation between the educational policies and the labour market. In Italy, VET policy is in the service dealing also with PES, YG, apprenticeships. He thanked the Commission for the information clarifying the changes and underlined that, under their Presidency in December the EYCS and EPSCO Councils will be organized back to back to strengthen the synergies of the two policy fields (education and labour market).
Participants expressed concerns about the future links of VET and AL with the other educational paths as one of the pillars for Lifelong learning strategy and the Erasmus+ programme. Several feared the parity of esteem and permeability of VET, higher VET and cooperation with school sector with other fields would be lower (UEAPME, DE, FI). The Belgian Delegation was worried about the transfer of EQF to DG EMPL.
ETUC expressed concerns in terms of coordination between education and training sectors and specific position of VET in Erasmus+. The delegate asked if the structured Social dialogue started with Commissioner Vassiliou since one year would be valid also after the re-organisation.
The German Delegate noted that the move might have negative implications at national level since in the majority of countries VET falls under responsibility of Education ministries. This might have also implications in terms of Council composition for VET and AL related affairs.
Mr Silva Mendes recognized the need to ensure VET is an integral part of the Lifelong learning strategy and part of Erasmus+ (establishing aminimum budget allocation for VET). He underlined that the proposal was still under discussion but that a close coordination on education and employment matters was specifically requested by Mr Juncker. On Social dialogue, he confirmed that this was a priority also in the new Commission.
He stressed the fact that the changes at European level should not be replicated in the National organization. Interactions between Education and Labour Ministries will be fostered anyway, in the framework of integrating all educational sectors under the ET2020 Joint report.
II. ET2020 and European Alliance for Apprenticeships
The Commission (Mr Youri Devuyst, Unit for Education and training in Europe 2020 governance) explained the state of play of the mid-term stocktaking of the ET 2020 strategic framework for European cooperation in education and training in preparation of the ET 2020 Joint Report (identifying the ET 2020 work plan and optimising the working methods of the framework). He underlined that the Copenhagen process is an important aspect under ET 2020(see Powerpoint presentation).
On the preliminary indications on the substance of the stocktaking, heprovided an initial summary of inputs, which was also sent in writing after the meeting to all DGVT members.
Following the presentation, ETUC asked for the European social partners to be informed on the content of the National Reports. The Commission replied that some information would be made available, for the meeting with the European Social Partners on 13 November. ETUC also inquired whether the ET 2020 stocktaking would now be handled in cooperation with EMPL, which the Commission confirmed.
Ms Dana Bachmann, Head of Unit Vocational training and Adult education, Erasmus+, presented the latest developments of the European Alliance for apprenticeships: pledges received and the work of the ET2020 working group in VET (whosemain topicis focusing on apprenticeships). (See PP presentation)
The Belgian Delegation asked a clear definition of what was being promoted under the Alliance (apprenticeships in a narrow sense or work-based learning in a broader sense) and expressed concerns about additional monitoring and mapping.
UEAPME asked for more visibility of the European Alliance for apprenticeship, in the 2015 VET Review. They observed SMEs and in particular micro companies have specific needs if being engaged in apprenticeships, for which the role of intermediary bodies is crucial.Together with ETUC they reminded their common project on cost effectiveness of apprenticeships financed by DG EMPL, on the role of Social partners, boosting attractiveness, assisting in setting up Alliances, improve quality of the training provided. They would like to involve Member States in their project and foreseen conference.
The French Delegation informed the meeting that they would provide a commitment in the framework of the Alliance before the end of the year. Also the Italian Presidency remarked that they will present before the end of the year their commitment towards the types of apprenticeships which correspond to the EAfA. They also highlighted the benefits of the Alliance in terms of mutual learning, national commitments and removing barriers for cooperation at national level (with social partners).
Germany reiterated the support to the European Alliance for Apprenticeships and thanked Cedefop and the Commission for the organisation of concrete outputs in the recent months (for instance the Cedefop conference 'Steering partnerships for growth' or the Erasmus+ call). They however expressed concerns of widening the scope of the Alliance in terms of moving from a narrow understanding of apprenticeships and dual systems to more broader sense of work-based learning. Similarly, the idea of VET excellence award might be too complex in view of the definition of quality criteria and standards.
Mr Eckert recalled the different possible forms of work-based learning and asked suggestions on how to proceed in the future, in order to reply to the needs of SMEs about intermediary structures and to take account of the skills needs of businesses in order to encourage them to take on more apprentices.
The Commission (Ms Dana Bachmann and Mr Silva Mendes) clarified the need for more reliable data on apprenticeships to be made available for each country with the help of Cedefop. They underlined the apprenticeships definition in the EAfA is flexible enough to include several types of work based learning. Structural reforms were also sought under the EAfA and it was important that permeability to other educational paths and recognition of learning outcomes would be possible. Contributions and suggestions by DGVT members are very important for the Commission to ensure progress. It could be explored if VET providers should be more involved in apprenticeships to ensure a strengthened educational component.
III. Reinforcing links between Adult Learning and VET
The Commission (Mr Paul Holdsworth, Head of Sector, Adult Learning and Continuing Vocational Education and Training) gave a short overview of the work of ET2020 WG on Adult learning (AL). It will shortly organise a workshop on factors for success in policies to motivate Adults to come back to learning, and then a seminar on promoting cohesion between AL policies (as it is a fragmented field). He then presented the note on strengthening the links betweenC-VET and AL with its proposals for possible policy activity in the future.
Lore Schmid (Cedefop) introduced the C-VET ‘Policy handbook’ Access to and participation in continuous vocational education and training in Europe which had just been published by Cedefop. It contains guidance for policy makers, social partners and enterprisesand presents concrete examples of effective practices, highlighting in particular the use of validation for recruitment, personnel development and career progression and andguidance and counselling. It also discusses the role of quality assurance and the need for professional development opportunities for trainers. Work-organisation and learning at the work-place can encourage learning. The involvement of social partners and shared commitment of the different actors are key to success (see Powerpoint presentation).
ETUC recalledthe active engagement of social partners in the field. They welcomed the work of Cedefop and particularly references to work-place learning which is of key importance for adult working population. They hoped to be involved with public authorities on the work to be done at national level. They already had projects ongoing or to be started on workplace learning and would welcome cooperation with Cedefop.
BusinessEurope thanked Cedefop for their work and suggestednot to focus policies only on low skilled people,but rather an integrated approach which caters for needs of both highly and low-skilled. Universities and HEI have a role to play in C-VET (targeting people with VET background). As regards the sharing of the costs of C-VET, all stakeholders should participate (for instance employees by investing their time). Public employment services should improve their training measures by focusing on needs for specific available jobs.
Further interventions welcomed the evidence of Cedefop work, which could be exploited at national level and asked for C-VET to be more visible in the work of the ET2020 WG on Adult learning, highlighted the importance of a clear link between IVET and C-VET, the role of collective bargaining and social partners (DK), incentives or the use of tripartite funds (CY) the difficulty of engaging SMEs (particularly micro-companies)and validation of non-formal and information learning (UEAPME), also in C-VET, and the advantages of targeting groups who would not commit otherwise.
The Commission clarified that the ET2020 WG AL includes C-VET in its remit and will be kept informed of the discussions of DGVT and took note of all the suggestions made.
Ms Serban from the ETF noted that the experience of DG EMPL would be valuable on C-VET and asked to consider the lessons learned from investments made in this field by the ESF and also include the question of integration of migrants, as a specific target group.
IV. VET monitoring report
Mr James Calleja, Director of Cedefop, gave an overview of the Cedefop’s VET policy monitoring report which reviews progress in achieving the short-term deliverables of the Bruges Communiqué established for the period 2011-2014.
In 2010/11, countries did not start from scratch, but from very different positions. This has to be taken into account when assessing progress. The Bruges Communiqué has inspired national policies in a range of countries focusing mainly on overall system reforms, particularly on quality assurance, WBL and attractiveness. Systems reforms have, in several cases, been triggered by the work on national qualifications frameworks. There is also a trend towards higher VET.Areas where progress appears slower were feedback of labour market outcomes into VET, systematic approach to promoting the European tools and systematic opportunities for VET teacher and trainer developments. The conference end of September, which discussed the findings of the report, identified the need for approaches that balance quality provision and individualised learning in programmes that allow learners catch up on basic skills and key competences. Wider partnerships are needed to promote innovation in and through VET (see presentation for more details)
Ms Madlen Serban from the ETF provided a short overview of the progress in candidate countries, where advancements concerned mainly VET attractiveness and structured cooperation mechanisms between VET sector and employment services. This corresponded to the traditionally high VET enrolments in the Western Balkan countries and to the current demand in all candidate countries to make VET delivery relevant to the economy and the labour market needs.
The Delegate from Montenegro explained the work they are doing with ETF in their country to review their VET system. As a result, all stakeholders had a better view of the VET policy and embraced the different policy options which became their guidelines for the future strategic approach to VET.
Mr Calleja thanked the countries which sent the comments to their report and invited the others to send their comments until the end of the week.
The Italian Presidency remarked that the STDs are very relevant, but need to be complemented at National level with decisions on how to better reach certain targets.
V.Workshops – VI. Plenary presentation of the discussions within the Workshops
Discussions in parallel groups were carried out on key challenges under the Copenhagen process and CSRs with the aim to highlight the barriers and possible solutions for areas of the Bruges Communiqué which saw less progress, sharing challenges and good examples by several countries.
On Workshop 1, work-based learning (WBL) and VET in the Youth Guarantee,
Mr Jean Marc Huart,French Delegate, explained that WBL should be based on a demand driven approach with strong involvement of companies.The Youth Guarantee, as a systemic tool to qualify young people, shouldbe a quick fix to immediate problems, but also serving to create links between all the actors of VET.
Ms Micheline Scheys, the Belgian Delegate, about Workshop 2 on Early leaving and Vet, asserted thatmulti-dimensional responses and complementary policieswere needed. The definitions of drop outs and early leaving still needed to be made clearer. Possible solutions proposed by the workshop were flexible VET, short-track programmes, I-VET/C-VET combinations and validation of prior learning.
Mr Phil O'Flaherty the Irish Delegate, underlined, for workshop 3 on sustainable institutional partnerships, that the common element in all VET policy areas is 'the need for coordinated cooperation and shared responsibility of stakeholders at all levels', i.e. the crucial importance of partnerships, building on employers' interest (otherwise not sustainable) and engaging social partners early in the reform process (all stakeholders should commit from the start).
About Workshop 4, Mr Peter Van Ijsselmuiden, the Dutch Delegate,remarked thatalso for the professional development of teachers and trainers,partnerships areindispensable, providedthe appropriate conditions and clear roles are stated forall partners involved. Development of VET teachers and trainers should be seen as a shared interest, for the benefit of both companies and VET providers.
More detailed reports from the workshopswill be sent separately.
VII. Copenhagen process and the 2015 VET review
The Commission (Ms Dana Bachmann) reminded the context of the VET review according to the roadmap agreed by the ACVT in December 2013. She underlined that the monitoring report of Cedefop showed the existence of very different VET Systems, with their specificities, which cannot be neglected.
She invited concrete proposals, constructive suggestions from DGVT members,following the first discussions which had taken place in the ACVT Bureau in September.