briefing papers for policy makers

Recommendations

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FORUM work aimed to identify and examine national case studies of best practice, undertake literature reviews, prepare detailed research proposals and present findings to relevant conferences, symposia and journals. The major outcome was to make recommendations to policy makers, researchers and practitioners in the field of vocational education and training. The project established five Thematic Groups devoted to the following research and policy topics: - • Learning in organisations • VET and the labour market • Changing institutions • Changing identities • Culture, values and meanings Summaries of these five topics with policy recommendations can be found in the final report of this thematic network and in the individual papers presented at the FORUM workshops. Recommendations Some of the thematic groups were able to make recommendations: - 1. Occupational identities are important but need re-building for the 21 st Century. They are required to be dynamic, multi-dimensional and open with a high level of interactivity internally to the occupational holders and externally to those in workplace related occupations. They need to be broader in scope, and less narrowly defined by their past craft specialisation. 2. The ‘regulation’ of occupations that is common in many European countries, should be extended to include continuing professional development; including the whole lifelong learning process. Such regulation should seek to broaden the occupational identity into neighbouring occupations and deepen the occupational identity with differing levels of expertise. 3. There is a need to bring more closely together the actors involved in learning and employment in order that they develop a better understanding of their respective roles and the potential to influence the coordinating mechanisms within the broader inter-related eco-system of learning and employment. Account should be taken of the issues that are indirectly as well as directly affecting performance of the coordinating mechanisms. The full title of the project is: Forum of European Research in Vocational Education and Training. The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) Five additional “Forum Papers” describing issues raised and results have also been produced (by an external, independent reviewer appointed by the Commission). Three papers cover “Learning in the Learning Organisation”, “Occupational and Social Identities” and “VET, Change and Employment”. Two other papers are based on follow up discussions with some of the project partners about the processes they deployed and the lessons they learned as network participants. These are on “The Achievement and Challenges of Collaborative European VET Research in the context of the European Research Area (ERA) Objectives” and “The Engagement and Development of Young Researchers in European Research Networks”. 80
Briefing Paper 25 Research Institutions: Tavistock Institute of Human Relations, UK Guinet, Rickmansworth, UK Manchester Metropolitan University, UK Motorola, Glasgow, UK Chambre de Commerce en d’Industrie de Paris, FR European Centre for Work and Society– Maastricht, NL IBM Fondazione Italia, Milan, IT Istituto Guglielmo Tagliacarne, Rome, IT National School of Public Health, Athens, GR Contact address: Dr. Joseph Cullen Tavistock Institute of Human Relations Evaluation Development and Review Unit London EC2A 4UE United Kingdom Tel: +44-207-417.04.07 Fax: +44-207-417.05.67 j.cullen@tavinstitute.org This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 Competence Evaluation and Training in Europe Context of the Research Skill shortages and gaps in citizen’s skills are considered to be constraining the drive towards European competitiveness and social cohesion. The European Union White Paper on Education and Training is aimed at addressing this issue. One of its objectives is to create a European Skills Accreditation System. This aims to set up permanent and accessible skill accreditation mechanisms that will allow individuals to validate their knowledge however it has been acquired, on the basis of standardised frameworks of competencies, using personal ‘smart cards’ (credit-card like skills cards). This project addressed these issues by focusing on: - • Developing appropriate and effective taxonomies to define the domains of skilled performance. • Identifying methods of auditing skills that can provide meaningful assessments of ‘skills gaps’ at the European level, as well as at the local level. • Facilitating an understanding of what forms of training are appropriate in addressing skills gaps, particularly for excluded groups. • Promoting an understanding of the ways in which skills can be represented, so that they are intelligible to both workers and employers. • Exploring new institutional arrangements to promote collaboration between relevant actors (government, companies, trades unions etc.) on skills definition and accreditation. Key Conclusions The following conclusions were reached: 1. Levels of labour mobility within the European Union have historically been consistently low in general. 2. In-migration to the EU from ‘external’ countries has consistently run at a far higher level than inter-EU migration 3. Migration and labour mobility is inherently ‘localised’ in nature. 4. There is no evidence that these patterns will change dramatically over the foreseeable future and that the mass diffusion of smartcard technologies will precipitate dramatic changes to these patterns. 5. Employers are far more interested in how ‘soft’ skills and competences (such as ‘personality’, ‘experience’ and ‘cross-job skills’) are represented than in how formal qualifications are accredited and ‘cross-walked’ across different European occupational and skills classification systems. 6. Companies (particularly those involved in the rapidly-evolving ‘knowledge industries’) have a real need for skills that facilitate ‘just-intime’ learning, the development and utilisation of ‘organisational memory’, and the incorporation of client feedback. 81
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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7. Policy should encourage long-ter
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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