Citation
(2009), "Europe", Education + Training, Vol. 51 No. 7. https://doi.org/10.1108/et.2009.00451gab.001
Publisher
:Emerald Group Publishing Limited
Copyright © 2009, Emerald Group Publishing Limited
Europe
Article Type: Research news From: Education + Training, Volume 51, Issue 7
Qualifications: rising but inequalities persist
The level of qualifications and skills is rising across Europe, particularly among younger people – and even more so among women. But inequalities in the level of education persist among Member States. These are some of the conclusions of the first pan-European forecast of its kind, Future skill supply in Europe: medium-term forecast up to 2020, published by Cedefop.
The forecast shows a declining number of people with low qualifications in almost all EU countries and a steady rise in medium (mostly vocational) and high qualifications, both among the labour force and among the general population.
Key points:
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A substantial rise in the number of adults in the labour force with a high level of education (ISCED 5 and 6) is predicted: more than 20 million for the EU-25, equivalent to a 40 per cent increase between 2007 and 2020. The highest increases are expected in Portugal and Poland, with average annual growth for the period of over 5 per cent. However, Denmark is expected to have the highest proportion of highly qualified people relative to the rest of the labour force (Figure 1).
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The supply of adults with medium level qualifications (ISCED 3 and 4) that are available to work is also expected to rise over the period. In Europe, many people at this level have graduated from vocationally oriented programmes. An increase of over 6 million people would imply on average close to 0.5 per cent annual growth. The largest growth is expected in Spain and Portugal at around 4 per cent, two countries with relatively low proportions of their labour force having medium level qualifications (Figure 1). The Czech Republic is expected to remain the country with the highest relative proportion of the labour force with medium level education.
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Almost all EU countries should expect to see a contraction in their labour force supply of people with low-level qualifications (up to lower secondary education; ISCED 0 to 2). Overall, 17 million fewer adults in this category are expected to be available for work in 2020. Despite a large drop, Portugal is expected to remain the country with the highest relative proportion of the labour force with low qualifications.
For further details, see the publication: “Future Skill Supply in Europe, Medium-Term Forecast up to 2020, Synthesis Report”, web site: www.cedefop.europa.eu/etv/Information_resources/Bookshop/publication_details.asp?pub_id=546
World-class competition in training: advanced economies
This research note looks at some European vocational education and training (VET) priorities, namely raising the image and attractiveness of VET, making VET more responsive to labour market needs and identifying and anticipating skills needs and takes some selected examples of policies in those areas in Australia, Canada, Japan and the USA. Some broad comparisons with the EU are then made.
In all four countries VET is mainly school based, but Australia and Canada have significant (though marginal) apprenticeship systems. Although providing skills for the labour market is a weakness in all four countries a negative image of VET persists. As in most European countries VET has low status, being seen as a second-best option and for low achievers. Consequently, most students in the four countries opt for general education and the proportion of graduates from VET is lower than the average of 50 per cent in the EU.
To tackle this problem, as in the EU, these countries have aimed to make learning pathways more flexible. The “VET-in-schools” programme in Australia allows students to start VET as part of their school curriculum. The Australian system increasingly provides opportunities to switch from general education to VET and vice-versa. Higher level qualifications offered by VET institutions have also improved VET's image. More and more people are using VET as a bridge to access higher education. However, many are moving from higher education to VET. In Australia, Canada and Japan, an increasing number of university graduates attend VET courses to improve their job prospects after leaving university. In Japan, some 80 per cent of graduates from full-time post-secondary non-university vocational schools (senmongakkou) find a job, compared to around 60 per cent for male university graduates. However, universities and senmongakkou remain strictly separated. Switching from one to the other is difficult; only under certain conditions can vocational courses at senmongakkou be part of a four-year university degree. The USA has a flexible modular system making it easy to change types of education. One of the USA's most successful measures to improve VET's image was to rebrand it, renaming vocational courses “career education”, “technical education”, “industrial technology education” or “school-to career programmes”. Institutions and programmes providing these courses have names like “tech prep”, “career academies” and “service learning internships”.
The full report can be obtained from: www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/532/9013_en.pdf
Future skill supply in Europe – medium-term forecast up to 2020
An overview of the results of the Cedefop pilot project on developing a medium-term forecast of skill supply in Europe has been published. The report summarises the approach that has been adopted and presents the key findings. It also highlights the many data and technical problems with which the research team has had to grapple and sets out the solutions that have been adopted, including some ideas for further work. The overall aim has been to develop a system for producing regular, detailed and consistent quantitative projections of future skill supply across the whole of Europe, and to present the first results.
The results suggest substantial further increases in the supply of both high-and medium-level qualifications across Europe. The rates of increase are generally higher for women than for men, which means that women will have higher-level (formal) qualifications than men in the future. In contrast, the proportion of people with low-level qualifications is projected to decline across Europe. This decline is projected to be sharper for women than for men. These general trends are observed in almost all countries. They are in line with the Lisbon agenda, which aims at increasing the proportion of people holding higher-level educational qualifications.
The proportion of people with high-level qualifications has risen steadily in recent years in most countries. This is reflected in the aggregate numbers for both the population and the labour force. The baseline scenario projects that between 2007 and 2020 the population of Europe (EU-25*) aged 15+ holding high-level qualifications (ISCED 5 and 6) will increase by almost 32 million. Similarly, the number of people in the labour force (in other words, economically active people aged 15+) with high-level qualifications, is projected to increase by more than 20 million.
When age groups are examined in more detail, notable variations can be observed. Young people, aged 15-24, are projected to experience only moderate increases in high-level qualifications, while the levels of those with medium- and low-level qualifications are expected to decline. This can be attributed in part to the general decline in the total numbers in these age groups and to the fact that young people are still in the process of acquiring qualifications (hence the slow growth in the number of those with high-level qualifications).
Alternative scenarios – one pessimistic, the other more optimistic – project that changes in labour-force qualifications will move in the same general directions. The pessimistic scenario projects a decline in the labour force for all qualification levels, while both the baseline and the positive scenario project an increase. Although, the overall results suggest a relatively positive picture, one concern for policy-makers is whether the historical trends identified will continue undisturbed by the recent economic crisis. It is possible that the crisis may disrupt the steady improvement in qualification profiles observed over recent decades. Initial indications are that the immediate impact of the crisis may be increasing educational participation and qualification acquisition as individuals delay entry into a depressed labour market; they may also expect better opportunities with higher-level qualifications after the recovery. In the longer term, potential financial constraints may discourage investment in human capital. Policy-makers may need to take proactive steps to ensure that the projected improvements are realised and that investment, both in initial education and in continuing training and adult education, will continue.
The full report can be obtained from: www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/546/4086_en.pdf
Modernising vocational education and training
Modernising VET is the overarching theme of the fourth in a series of research reports. It aims to provide and discuss the evidence-base for the process of enhanced cooperation in VET which sets priorities for reforming VET to contribute to the Lisbon process. This fourth research report aims to document, discuss and analyse the socio-economic context, and process of reforming VET, based on latest research evidence. The report intends to inform and improve policy-making and develop the VET research agenda.
As in the previous editions the report collects contributions from renowned experts and researchers. Contributions have been regrouped into three separate volumes. The present volume (Volume 1) addresses the socio-economic context which influences VET modernisation and reform.
Descy, P., Tchibozo, G. and Tessaring, M., “Modernising vocational education and training”, Fourth Report on Vocational Training Research in Europe: Background Report; Cedefop.
E-learning: need to rethink learning to optimise employee skills and talents
Recent research findings reveal significant potential for e-learning across Europe. Over 30 per cent of workers across Europe are doing jobs they are not properly trained to do because of cutbacks, suggests a survey just released by OnePoll and sponsored by SkillSoft, a leading provider of on-demand e-learning and performance support solutions. The survey questioned over 2,000 employees across eight countries in Europe, and paints a picture of employees thirsty for knowledge and ready to learn, but with traditional training methods not quite hitting the mark.
Although the survey shows that overall, 82 per cent of employers offer some training, 76 per cent of employees said they could be more effective and productive at work with even more opportunities to learn. Almost half (49 per cent) said that the formal classroom training they had been given was only useful in parts, with an overwhelming majority (87 per cent) preferring to learn at their own pace.
Also, 61 per cent said that the offer of a training or personal development programme would be an important or very important consideration when applying for a new job:
With the majority (65 per cent) of respondents either definitely wanting to try e-learning or wanting to try but not knowing enough about it, this survey suggests that employers should be rethinking their training methods (says Kevin Young, SkillSoft General Manager EMEA).
There is certainly a desire for training and further learning out there, but with training budgets under pressure this is often going untapped and potential is being wasted. Considering a blend of learning methods, including e-learning, would satisfy the need for more flexible learning and be a cost-effective way to begin to optimise talent.
The survey also revealed that peer-group communication is still the most important form of learning. Some 70 per cent ask a colleague when they needed advice about a work situation, whereas under half (43 per cent) ask their boss. Worryingly, almost half (46 per cent) are taking between half an hour and two hours, to look up the answer on the internet or in a book, if nobody is available to ask. A substantial 71 per cent said that the best way to retain recently acquired knowledge was to put it into practice as soon as possible and exactly one half liked to have the opportunity to go back and revisit parts of a lesson that they did not understand. This suggests that on-demand and on-the-job learning is the most effective, offering learners flexibility and the security of knowing they can return to a lesson when needed.
Those questioned showed certain maturity in preferring peace and quiet (58 per cent) to listening to music (a surprisingly low 15 per cent) while trying to learn. One third likes to get up and walk around, but on the subject of snacking, the different nationalities were definitely divided. Overall, 29 per cent said they liked to eat and drink while learning. The French and the Spanish were less likely (12 and 11 per cent, respectively) to munch away at their desks or their computers, whereas a third (33 per cent) of UK respondents thought a snack and a cup of tea helped them to concentrate. As for the Dutch, there is no question that for them a snack and a drink helps keep the brain cells working with 58 per cent saying that these helped them to learn.
The survey questioned 2,019 employees of businesses of over 50 people across the UK, France, Italy, Germany, Spain, Poland, The Netherlands and Belgium. These were equally divided across age ranges, gender and status and covered a complete spectrum of industry sectors from accountancy to tourism.
Launch of the Knowledge System on Lifelong Learning
The system is a support mechanism for the Education and Training 2010 Work Programme. It offers relevant, up-to-date, easily accessible and comparable information on national policy initiatives and practices in prioritised areas in the field of education and training for the development of lifelong learning. It builds on the work of Peer Learning Clusters and activities other working groups. Further information can be obtained at: www.kslll.net/, and a more comprehensive explanation of the 2010 Work Programme can be obtained from: www.kslll.net/EducationAndTraining2010/Default.cfm