DLi-møde fredag den 19. december kl i DLF, Lille Mødesal

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1 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLi-møde fredag den 19. december kl i DLF, Lille Mødesal Forslag til dagsorden 1. Godkendelse af dagsorden 2. Referat DLi-møde 7/ Det Europæiske Semester 4. Revision af UNESCOs Recommandation on Technical and Vocational Education and Training 5. Kommissionens arbejdsprogram 6. EI Kongres 2015 resolutionsforslag m.v. 7. EI s Global Response kampagne 8. Evaluering ETUCE Special Conference 9. Oversigt DLi I Kommissionens arbejdsgrupper 10. Siden sidst 11. Forslag til punkter til kommende møde 12. Eventuelt 1 1/4 1/63

2 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLi-møde fredag den 19. december kl i DLF, Lille Mødesal Forslag til dagsorden - kommenteret 1. Godkendelse af dagsorden 2. Referat DLi-møde 7/ Bilag: 2.1. Referat af mødet 7/ Referatet er godkendt via skriftlig procedure og vedlagt til orientering. Forslag til beslutning: - At godkendelsen af referatet tages til efterretning 3. Det Europæiske Semester Bilag: 3.1. DLi-notat Det Europæiske Semester, 3.2. DLi-notat Den fælles beskæftigelsesrapport, bilag 3.3.Arbejdsnotat om Det Europæiske Semester Det Europæiske Semester er styringsinstrument for økonomien i EU og medlemslandene, hvorunder Europa 2020 og Uddannelse 2020 hører (se også tidligere fremsendt DLi-notat om Europa 2020). ETUCE har oprettet et arbejde omkring Det Europæiske Semester som medlemsorganisationerne har udnævnt kontaktpersoner til. Det arbejde følger og deltager DLi i. På baggrund af vedlagte notater drøftes hvorledes DLi skal prioritere i forhold til Det Europæiske Semester, Europa 2020 og Uddannelse Forslag til beslutning: - At DLi følger Det Europæiske Semester i samarbejde med medlemsorganisationerne og deltager aktivt i arbejdet med dette i ETUCE - At DLi fastlægger fokuspunkter, prioriteringer og position ift. Det Europæiske Semester 4. Revision af UNESCOs Recommendation on Technical and Vocational Education and Training Bilag: 4.1. UNESCO dokumenter vedrørende revision af TVET recommendation, 4.2. EI brev til medlemsorganisationer, 4.3. EI position på udkast til rekommandationen FN/UNESCO medlemslandene skal fremsende kommentarer til udkast til revidering af rekommendationen om TVET inden 10. januar EI har til medlemsorganisationerne fremsendt sin position til udkastet. DLi foreslås at drøfte indspil til processen på baggrund af bilagene. Forslag til beslutning: - Udarbejde brev til undervisningsministeriet med indspil til udkast til revideret rekommandation i form af EI s positionspapir og et følgebrev der fremhæver DLi s prioriteter 2 2/4 2/63

3 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois 5. Kommissionens arbejdsprogram Bilag: 5.1. Pressemeddelelse om præsentation af Kommissionens arbejdsprogram Kommissionens arbejdsprogram omdeles på mødet. DLi drøfter elementer i programmet og synspunkter til dette. Forslag til beslutning: - Kommissionens arbejdsprogram drøftes mere dybdegående på DLi-mødet i januar 6. EI kongres 2015 resolutionsforslag m.v. Bilag: 6.1. Resolutionsforslag til EI s kongres (40 sider) EI afholder verdenskongres juli Forslag til resolutioner er fremsendt til medlemsorganisationerne der kan fremsende ændringsforslag inden den 6. februar DLi drøfter samarbejdet vedrørende kongressen som helhed og i forhold til resolutionerne. Forslag til beslutning: - At tage drøftelsen til efterretning og handle på baggrund af beslutninger under punktet 7. EI s Global Response kampagne Bilag 7.1. Udkast til EI s kampagne Global Response EI s Executive Board har drøftet en kommende kampagne der skal sætte fokus på den øgede grad af privatisering og markedsgørelse af uddannelse. DLi drøfter om kampagnen umiddelbart skaber grundlag for særlige aktiviteter for DLi-organisationerne i Danmark og europæisk/globalt. Forslag til beslutning: - At tage drøftelsen til efterretning og handle på baggrund af beslutninger under punktet 8. Evaluering ETUCE Special Conference Bilag: 8.1. Program for ETUCE Special Conference, 8.2. Besluttede resolutioner ETUCE afholdt sin biannuale Special Conference i Wien i november DLi evaluerer på baggrund af bilag og DLi-deltagernes synspunkter. Find alle vedtagne dokumenter her: og Forslag til beslutning: - At tage diskussionen til efterretning 9. Oversigt DLi i Kommissionens arbejdsgrupper Bilag: 9.1. Skema DLi-medlemmer DLi-medlemmer udfylder skemaet over de respektive organisationers medlemmer af Kommissionens arbejdsgrupper, herunder også medlemmer uden for DLi-gruppen. Forslag til beslutning: - Det færdigudfyldte skema udsendes til DLi og der følges op på arbejdet i arbejdsgrupperne på kommende DLi-møder når det er aktuelt 3 3/4 3/63

4 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois 10. Siden sidst DLi-medlemmer orienterer om relevant nyt fra organisationernes internationale arbejde og sekretariatet orienterer om nyt fra sekretarietet, denne gang om nye stagiaires. Forslag til beslutning: - At orienteringerne tages til efterretning 11. Forslag til punkter til kommende møde DLi-medlemmerne kommer med eventuelle input til kommende møde. Mødedatoer for 2015 behandles på januarmødet. Forslag til beslutning: - At indkomne forslag tages ad notum 12. Eventuelt 4 4/4 4/63

5 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois Referat af DLi-møde fredag den 7. november 2014 kl , Lille mødesal, DLF Til stede: Frank Jørgensen (Uddannelsesforbundet), Hans Laugesen (GL), Jens Vraa-Jensen (DM), Stig Lund (BUPL), Jesper Støier (DLF)(fra kl. 10:30), Kristina Aaltonen (DLi), Nadja Schou Lauridsen (DLi) Afbud: Susan Clausen (HL), Monica Jørgensen (FSL), Annie Storm (FSL), Allan Baumann (BUPL), Dorte Lange (DLF) 1. Åbning af mødet og godkendelse af dagsorden Beslutning: - Dagsordenen blev godkendt. 2. Godkendelse af referat for DLi-mødet 9. oktober 2014 Bilag: 2.1. Referat DLi-møde 9/ Beslutning: - Referatet blev godkendt. 3. Drøftelse af strategi og mål for DUS-organisationernes samarbejde i DLi samt DLisekretariat Bilag 3.1. DLi-notat om DLi-sekretariatets arbejde (opdateret notat) Kristina Aaltonen gennemgik bilag 3.1. om sekretariatets arbejdsgange. Sekretariatet arbejder på at udvikle et nyhedsbrev på månedsbasis rettet mod organisationernes politiske niveauer samt eksterne og andre med interesse for international uddannelsespolitik. Der blev spurgt til, hvorvidt Kristina fremover deltager i TUAC møderne i OECD. Agnes Roman repræsenterer fremover ETUCE, hvorfor Kristina formelt set deltager som DLF-repræsentant på TUAC møderne. Det blev desuden nævnt, at man fremadrettet med fordel kan koordinere holdninger med de DLi-medlemmer, der deltager på TUAC-møderne. Temamøder blev drøftet. Der var delte meninger om dette. Det kan fungere, men det bliver nok svært at prioritere tiden, derfor ansås integrerede temaer af ca. en halv times varighed som bedre mulighed. Jens Vraa- Jensen foreslog, at det f.eks. ville være relevant at holde et sådant oplæg om Europarådets arbejde inden for uddannelsespolitik. I forhold til DLi-kontorets praktikanter blev der orienteret om, at studiefremdriftsreformen medfører, at det ikke længere er muligt at have praktikanter på etårig basis, hvorfor ordningen fremover bliver halvårlig. I forhold til punktet i bilag 3.1. om strategi- og handlingsplan oplyste Hans Laugesen, at der ikke umiddelbart er et behov for at få tydeliggjort medlemmernes mandat i DUS FU. Alle var enige om, at det er vigtigt at tydeliggøre prioriteter og at fremme det internationale arbejde. Side 1 af 4 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 1/4 5/63

6 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois Beslutning: - Høringssvar skal sendes fra DLi-mails, når dette bliver teknisk muligt - På hjemmesiden er der behov for nyhedsbrev og høringssvar, men ikke nødvendigvis kalender, der skal have intern karakter. Kalenderen bliver fremover vedlagt mødepapirerne til DLi-møderne - Sekretariatet udarbejder et månedsbrev, som har en bredere målgruppe end det ugentlige nyhedsbrev - Integrerede temaer på DLi-møderne og i sjældnere tilfælde mulighed for temamøder efter behov - Strategi- og handlingsplan-punktet slettes fra notatet i bilag På januarmødet drøftes de vigtigste prioriteter for DLi det kommende år 4. TTIP og uddannelse Bilag: 4.1. DLi-notat om status TTIP og uddannelse, 4.2. ETUCE brev til medlemsorganisation om at arbejde for at ekskl. ISDS fra TTIP og CETA, 4.3. Modelbrev til regeringer Kristina indledte med at redegøre for, at sekretariatet har de samme principielle bekymringer om handel med uddannelse, som ETUCE har. Specifikt i forhold til TTIP er det svært at finde grund til at udmønte denne bekymring til konkrete kritikpunkter i dansk kontekst. Det er derfor rent politisk svært at problematisere TTIP. Under debatten blev der udtrykt at ETUCE s arbejde på området afspejler den rygmarvsreaktion, der bl.a. er hos EI i forhold til liberalisering af uddannelse. Det blev konstateret, at den umiddelbare formulering vedrørende offentlig uddannelse er meget imødekommende og positiv, men at private udbydere stadig har adgang til markedet, og at der derfor ikke er tale om en total eksklusion af uddannelse. Der blev ligeledes fremsat bekymringer om, hvordan økonomien for især de videregående uddannelser bliver fremadrettet, og at den store fokus på tiltrækning af privat kapital hen af vejen kan føre til at vægten tipper og uddannelsen anses som privat-finansieret. Sekretariatet forslog, at det kan overvejes at holde et udvidet møde/mindre konference om TTIP og uddannelse i det kommende år med deltagelse fra relevante ministerier og interesserede fra medlemsorganisationerne. Jens Vraa-Jensen fortalte, at DM afholder medlemsmøde om TTIP og uddannelse den 17. november 2014 alle er velkomne. Beslutning: - DLi skriver ikke til regeringen om at ekskludere ISDS - Sekretariatet følger TTIP tæt, naturligvis særligt ift. uddannelsesområdet - Sekretariatet ser på muligheder for at afholde et organisationsarrangement i første halvår af 2015 om TTIP og uddannelse. 5. Høringssvar DLi principper for høringssvar med udgangspunkt i drøftelse af Europa 2020-høringssvar Bilag: 5.1.DLi-besvarelse af offentlig konsultation om Europa 2020 Der var ingen konkrete kommentarer til høringssvaret. Dog konstateredes det, at spørgeskemaformen er usædvanlig og sætter visse begrænsninger for, hvad der kan formidles i svarene. Beslutning: - Høringssvaret blev taget til efterretning Side 2 af 4 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 2/4 6/63

7 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois 6. Anerkendelsesdirektivet status Referat: Sekretariatet orienterede om mødet i FTF den 10. oktober Kristina deltager i FTF s arbejdsgruppe i sagen. Sekretariatet har derudover kontakt til Nordisk Ministerråds sekretariat angående Nordisk Ministerråds eventuelle revideringer af de nordiske overenskomster om et fælles nordisk arbejdsmarked for lærere og om på hvilken måde de nordiske aftaler harmonerer med anerkendelsesdirektivet. Beslutning: - Orienteringen blev taget til efterretning 7. ETUCE Committee møde oktober 2014 rapportering fra mødet Bilag: 7.1. Dorte Langes referat fra ETUCE Committee mødet 13-14/ Udvalgte punkter fra ETUCE Committee mødet blev drøftet sammen med punkter fra EI s Executive Board møde den 21-23/ EI s Global Response kampagne og ETUCE Central- og Østeuropanetværk var blandt punkterne. Der var enighed om, at det er en god ide, at strategipapiret for Global Response ikke har Pearson som primære omdrejningspunkt. Det aftaltes, at der forsøges at finde tidspunkt for forberedelsesmøde forud for ETUCE Special Conference samt forud for EI-kongressen i Beslutning: - Punktet blev taget til efterretning 8. Ny Europa-Kommission og Europa-Parlament Bilag 8.1. DLi-notat Europa-Kommissionen, Europa-Parlamentet og det italienske formandskab Referat: Kristina Aaltonen orienterede om, at den nye Kommissions sammensætning betyder, at en del af uddannelse (færdigheder og livslang læring) rykkes fra uddannelseskommissæren til beskæftigelseskommissæren. Dette kan betyde, at uddannelsespolitikken bliver mere arbejdsmarkeds- og vækstorienteret. Beslutning: - DLi-sekretariatet følger sagen tæt 9. Status for DLi-organisationers deltagelse i EU-/internationale arbejdsgrupper o.l. Bilag: 9.1. Oversigt over OMC-grupper, 9.2. Skabelon: oversigt over relevante arbejdsgrupper o.l. som DLi-medlemmer deltager i Der blev spurgt til om dokumentet også skal indeholde oplysninger om andre personer fra organisationerne, der deltager i internationale arbejdsgrupper. Det var der enighed om var en god ide. Der var ligeledes enighed om, at oversigten ikke skal forholde sig til det nordiske samarbejde. Stig Lund orienterede om en ny arbejdsgruppe om effektivitet i investeringer i uddannelse. Dokumenter sendes til sekretariatet. Hans Laugesen fortalte, at de fleste af arbejdsgruppernes mandater kun løber til Beslutning: - Kristina Aaltonen er DLi s repræsentant i forbindelse med ETUCE s arbejde med det europæiske semester - Sekretariatet udsender oversigtskema til DLi-medlemmerne Side 3 af 4 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 3/4 7/63

8 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois 10. Fællesmøde med DUS uddannelsespolitisk arbejdsgruppe om internationale uddannelsesundersøgelser DUS uddannelsespolitiske arbejdsgruppe ønsker et fælles møde i foråret med DLi om internationale uddannelsesundersøgelser m.v. som TALIS, PISA, Education at a Glance osv. og deres indhold, anvendelse og opfølgning. Sekretariatet foreslog, at et sådan møde kan indeholde et oplæg af Chantal Pohl Nielsen, SFI, PISA Danmark konsortiet. Sekretariatet udarbejder forslag til form for et sådan møde. Beslutning: - Sekretariatet finder dato for fælles møde med DUS uddannelsespolitiske arbejdsgruppe om internationale undersøgelser og i samarbejde med DUS sekretariat arbejder videre med indhold for møde 11. Siden sidst Medlemmerne orienterer om relevante møder m.v. som man har deltaget i. Beslutning: - Orienteringer blev taget til efterretning 12. Eventuelt Kristina spurgte til hyppigheden af møder og mødedatoer. Der blev aftalt ca. tre møder pr. halvår. Forslag til mødedatoer på kommende DLi-møde. Side 4 af 4 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 4/4 8/63

9 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLI-NOTAT 11/ NSL Det Europæiske Semester Det Europæiske Semester er EU s overordnede system for koordinering og samordning af medlemslandenes økonomiske og sociale politikker. Det Europæiske Semester 2015 blev indledt med Kommissionens Årlige Vækstundersøgelse, 1 som blev fremlagt den 28. november Undersøgelsen opdeles i tre dele, som er: A boost to investment A renewed commitment to structural reforms The pursuit of fiscal responsibility (se evt. pressemeddelelsen 2 for et hurtigt overblik) I den årlige vækstundersøgelse ligger Kommissionen inden for uddannelsesområdet vægt på, at EU har brug for en arbejdsstyrke med færdigheder inden for digital økonomi, grønne sektorer og sundhed. Der bliver lagt vægt på, at uddannelse er afgørende for at sikre, at færdighederne svarer til, hvad arbejdsmarkedet har brug for. Undersøgelsen lægger stor vægt på erhvervsuddannelserne og livslang læring, der i rapporten beskrives således: Vocational training and dual education systems should be upgraded to provide young people with the necessary skills sets. Lifelong learning should become a central priority, through the mobilisation of both public and private actors, with broader access at all ages and for those most in need. Varslingsmekanisme-rapporten 3 udkom samme dag som den årlige Vækstundersøgelse. Rapporten identificerer ud fra en række makroøkonomiske indikatorer hvilke lande, der vurderes at være i makroøkonomisk ubalance, og dermed skal have foretaget en dybdegående analyse af økonomien. Kommissionen vil ikke for Danmarks vedkommende foretage dybdegående analyse, da de makroøkonomiske udfordringer i Danmark ikke er så store, at de udgør ubalancer i henhold til proceduren. Dette stemmer overens med Kommissionens analyse i marts 2014, hvor det blev vurderet, at Danmark ikke længere har store makroøkonomiske ubalancer. 4 (se DLi-notat fra mødet den 24. juni 2014 her). I Danmarks nationale reformprogram 5 fra april 2014 peger Regeringen på, hvilke tiltag der er iværksat for at adressere sidste års landespecifikke anbefalinger, som var: Kommissionen gav Danmark en hestilling som led i det Europæiske Semester i november Side 1 af 3 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 1/3 9/63

10 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLI-NOTAT Fiscal consolidation towards 2013 and stronger spending control Promoting an inclusive labour market and education reforms Removing barriers to competition Follow-up on the recommendation on financial stability strengthening Under punktet om uddannelsesreformer beskriver Rådet i sine landespecifikke anbefalinger til Danmark, at Regeringen skal: take further steps to improve the employability of people at the margins of the labour market, including people with a migrant background, the long-term unemployed and lowskilled workers. Improve the quality of vocational training to reduce drop-out rates and increase the number of apprenticeships. Implement the reform of primary and lower secondary education in order to raise attainment levels and improves the cost-effectiveness of the education system. I det nationale reformprogram beskriver den danske regering, hvilke initiativer der er taget med henblik på at følge op på Rådets anbefalinger. Initiativerne er følgende: Implementeringen af Folkeskolereformen Implementeringen af Erhvervsskolereformen Implementering af SU-reformen Servicetjek af gymnasierne Vækstplan DK hvor 1 mia. over de næste tre år er afsat til at opgradere den danske arbejdsstyrkes færdigheder. Kvalitetsudvalget kommer med sin rapport om kvaliteten i de videregående uddannelser Den 8. juli 2014 vedtog Rådet på baggrund af Danmarks nationale reformprogram endeligt de landespecifikke anbefalinger for 2014, 6 som lød således: Finanspolitik: o Fører vækstfremmende finanspolitik o Bevare sund budgetstilling Arbejdsmarked: o Forbedre beskæftigelsesegnetheden for personer på kanten af arbejdsmarkedet. Uddannelse: o Forbedre uddannelsesresultaterne navnlig for unge med indvandrerbaggrund o Effektivisere erhvervsuddannelserne o Lette overgangen fra uddannelse til erhvervsliv med mere udbredt arbejdspladslæring og flere praktikpladser Konkurrence: o Øg indsatsen for at fjerne barriererne for konkurrence i servicesektoren navnlig detailsektoren og bygge- og anlægssektoren, som anbefalet af Produktivitetskommissionen 6 Side 2 af 3 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 2/3 10/63

11 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLI-NOTAT Kalender for Det Europæiske Semester (næste skridt) Januar: Rådet godkender den årlige vækstundersøgelse og accepterer den liste af lande, der i november blev indstillet til en makroøkonomisk ubalanceundersøgelse. Marts: Det Europæisk Råd (EU s stats- og regeringschefer) godkender endeligt de overordnede økonomiske prioriteter. Marts: Kommissionen offentliggør de dybdegående undersøgelser af de lande som i følge varslingsmekanisme-rapporten har makroøkonomisk ubalancer. April: Inden udgangen af måneden offentliggør landene deres Nationale Reform Programmer og Budget Prioriteter (Konvergens- og Stabilitetsprogrammer). Disse fokuserer både på økonomisk politik men også Europa 2020 målene. Maj: Kommissionen kommer med udkast til landespecifikke anbefalinger om de tiltag, landene bør iværksætte. Tiltagene kan være på samtlige politikområder herunder uddannelse. Juni-juli: Rådet bliver enige om den endelige rapport til landespecifikke anbefalinger, hvorefter stats- og regeringslederne på Det Europæiske Råd tilslutter sig. Efterår: det Nationale Semester. Medlemslandene vedtager nationale finanslove, hvor de skal tage hensyn til arbejdet i Det Europæisk Semester. For eurolandene gælder det, at de i oktober skal have deres budgetter tjekket af Kommissionen, der kan forlange ændringer. DLi s arbejde med Det Europæiske Semester og Europa 2020 DLi følger løbende udviklingen inden for Det Europæiske Semester og Europa 2020 samt Uddannelse Særligt deltager DLi aktivt i ETUCE s arbejde med henblik på at bidrage til ETUCE s arbejde på europæisk niveau og styrke DLi s arbejde på europæisk såvel som nationalt niveau. I den sammenhæng er det afgørende, at få input fra DLi medlemsorganisationer på de specifikke områder. Inden for rammen af ETUCE s særlige indsats vedrørende Det Europæiske Semester er der endvidere mulighed for at se nærmere på de øvrige landes tilgang og position samt at få afgørende input til dialogen med Undervisningsministeriet i Danmark og andre relevante myndigheder. Derudover vil DLi særligt forholde sig til den årlige vækstundersøgelse, herunder den fælles beskæftigelsesrapport, til de landespecifikke anbefalinger og Danmark nationale reformprogram. I forhold til Europa 2020 og Uddannelse 2020 vil DLi have særligt fokus på resultatet af midtvejsevalueringen, Rådets henstillinger og Kommissionens anbefalinger til Danmark og de nationale målsætninger og Danmarks nationale rapport om bl.a. implementeringen af Uddannelse Dialogen med Undervisningsministeriet er væsentlig i forhold til både Det Europæiske Semester og Europa 2020/Uddannelse 2020, men der bør ses på om andre ministerier m.v. er hensigtsmæssige at indlede en dialog med. DLi skal løbende arbejde på at tydeliggøre sin position i forhold til den konkrete udvikling. Side 3 af 3 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 3/3 11/63

12 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLI-NOTAT 11/ NSL Den fælles beskæftigelsesrapport I forbindelse med den årlige vækstundersøgelse er der udarbejdet et udkast til fælles beskæftigelsesrapport. 1 Rapporten, som er udarbejdet af Kommissionen og Rådet, er et ledsagelsesdokument til den årlige vækstundersøgelse og giver vigtige inputs til den økonomiske og socialpolitiske styring i Det Europæiske Semester. Analyserne og budskaberne i rapporten baserer sig bl.a. på beskæftigelsesretningslinjerne og resultaterne af eksaminationen af medlemslandenes nationale reformprogrammer Ifølge fællesrapporten for beskæftigelse giver den sociale og beskæftigelsesmæssige situation fortsat anledning til bekymring. Kommissionens årlige vækstundersøgelse er kendetegnet ved, at væksten er langsom, og at arbejdsløsheden fortsat ligger på et meget højt niveau, der dog er stabilt (24,6 mio. arbejdsløse). Mange af medlemsstaterne har iværksat reformer, der understøtter et velfungerende arbejdsmarked, det er dog essentielt at denne tendens fortsættes. Kommissionen og Rådet understreger, at det er nødvendigt at investere i menneskelige ressourcer så som uddannelse for at øge produktiviteten i EU. Der er på baggrund af dette også en række af medlemsstaterne, herunder Danmark, der har iværksat indgribende foranstaltninger på uddannelsesområdet med det formål at forbedre udbuddet af færdigheder. Især erhvervsuddannelser bliver i rapporten fremlagt som et særligt vigtigt indsatsområde, da det er vigtigt at øge arbejdstagernes produktivitet set i lyset af de hurtigt skiftende færdighedskrav. Udviklingen på arbejdsmarkedet i EU ser ifølge Kommissionen og Rådets rapport sådan ud: Arbejdsløsheden, som var på 10,8 % i forrige år, er faldet til 10,1 % i år. Langtidsledigheden stiger stadig. Overordnet set har hver femte langtidsledige aldrig arbejdet, mens tre fjerdedele er unge under 35 år. Dette skaber en risiko for marginalisering. Andelen af unge, der ikke er i beskæftigelse eller uddannelse, er stadig høj. I Danmark ser man dog ret lave niveauer og en positiv udvikling. Andelen af unge, der forlader skolen tidligt, falder. Dette tegner godt i forhold til EU s 2020-mål om max. 10 % i denne gruppe. Der sker væsentlige fremskridt i forhold til Europa 2020-målet om, at 40 % af befolkningen skal have en videregående uddannelse. I 2013 var tallet på 36,9 %, hvilket er en procentvis fremgang på 1,2 procentpoint i forhold til året før. Der forventes en stigning i beskæftigelsen fremover, hovedsageligt pga. den ventede stigning i BNP. Der forventes især vækst inden for IKT, grønne arbejdspladser og servicesektorer tilknyttet ældreområdet. Europas vækstpotentiale er truet af strukturelle svagheder vedrørende færdighedsniveauet i EU. De seneste tal fra OECD 2 viser, at ca. 20 % af befolkningen i den erhvervsaktive alder kun har meget dårlige (PIACC) Side 1 af 4 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 1/4 12/63

13 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLI-NOTAT færdigheder. De færdigheder, der efterspørges, er ifølge rapporten IKT og bløde færdigheder som kommunikation. Budgetmæssigt er det problematisk, at 19 lande trods ovenstående har reduceret udgifterne til uddannelse i absolutte tal, og at 14 medlemsstater har reduceret den relative andel af BNP, som de investerer i uddannelse. Dette bringer på mellemlangt sigt EU s konkurrenceevne i fare. Retningslinjer for beskæftigelsen 3 Retningslinjerne for beskæftigelsespolitikker, som er udarbejdet af Rådet, giver politiske retningslinjer til, hvordan medlemsstaterne skal reagere på de beskæftigelsesmæssige og sociale udfordringer med henblik på at opnå Europa 2020-målene. Der er udarbejdet 10 retningslinjer, hvor de først seks er økonomiske, mens punkt 7-10 er i forhold til beskæftigelses- og socialpolitikker. Retningslinje 7: Øge arbejdsmarkedsdeltagelsen for kvinder og mænd, reducere strukturel arbejdsløshed og fremme jobkvalitet Retningslinje 8: Udvikle en kvalificeret arbejdsstyrke, der modsvarer arbejdsmarkedets behov, og fremme livslang læring Retningslinje 9: Sikre effektive kvalitetsuddannelsessystemer på alle niveauer og øge den andel af befolkningen, der har afsluttet en videregående eller tilsvarende uddannelse Retningslinje 10: Fremme social inklusion og bekæmpe fattigdom Retningslinje 7: Øge arbejdsmarkedsdeltagelsen for kvinder og mænd, reducere strukturel arbejdsløshed og fremme jobkvalitet Ligestilling Selvom der er sket fremskridt i forhold til ligestilling mellem kønnene er uligheden fortsat stor. Beskæftigelsesfrekvensen for kvinder er betydeligt lavere end for mænd (62,8 % mod 74 % i 2014), og tallet er endnu højere, når der måles i forhold til fuldtidsfrekvenser, hvor forskellen er på hele 18,3 procentpoint. Der er også stadig en betydelig løndifference mellem kønnene, hvor kvinderne set i forhold til løn pr. arbejdstime i gennemsnit får 16 % mindre end mændene. Denne løndifference fortsætter gennem hele livet, og i forhold til pensionsudbetalinger får kvinder i EU hele 39 % mindre udbetalt end mændene. Ifølge rapporten er adgangen til børnepasningsmuligheder af høj kvalitet og fleksibilitet afgørende for at sikre, at kvinder og mænd kan forene arbejdsliv med familieliv. De fleste medlemsstater har gjort fremskridt på dette område, siden EU vedtog de såkaldte Barcelona-mål om at 90 % af børnene mellem tre år og den skolepligtige alder, samt 33 % af børn under tre år, skal have adgang til pasning. 4 Kun 11 stater opfylder dog 90 % -målet mens endnu færre (9 lande) opfylder 33 % -målet. I forhold til uddannelsesniveauet er der i dag flere kvinder end mænd under uddannelse. Der ses dog en stadig overrepræsentation af kvinder på studieområder tilknyttet traditionelle kvinderoller som f.eks. undervisning, sundhed og velfærd. Områder som naturvidenskab, teknologi og matematik er stadig mandsdomineret. 3 Rådets afgørelse 2010/707/EU (link) af 21. oktober 2012 om retningslinjer for medlemsstaternes beskæftigelsespolitiker 4 Side 2 af 4 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 2/4 13/63

14 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLI-NOTAT Mens der på ligestillingsområdet er set en række initiativer, der er rettet mod at øge arbejdsmarkedstilknytningen for kvinder ved f.eks. at udvide børnepasningsmulighederne, er der kun få initiativer rettet mod reduktion af løndifferencen mellem kønnene. Andre beskæftigelsespolitikker Der er i en række lande blevet truffet foranstaltninger for at reducere skattekilen på arbejde navnlig for de dårligst stillede. I Belgien er de lavtlønnede socialsikringsbidrag eksempelvis blevet nedsat, mens man i Italien har nedsat personskatten for lavtlønnede. I forhold til den store ungdomsarbejdsløshed har Rådets henstilling om at oprette en ungdomsgaranti ført til gennemførelsen af gennemgribende strukturreformer. Retningslinje 8: Udvikle en kvalificeret arbejdsstyrke, der modsvarer arbejdsmarkedets behov, og fremme livslang læring Den seneste rapport fra OECD s PIAAC-undersøgelse 5 viser, at op mod 20 % af borgerne i EU i den erhvervsaktive alder har meget lave færdighedsniveauer. Dette skyldes bl.a. en manglende investering i uddannelse, hvilket på mellemlang sigt bringer EU s konkurrenceevne i fare. Udviklingstendenser som globaliseringen og den teknologiske udvikling har medført, at der i dag efterspørges andre færdigheder end før i tiden. Selvom det gennemsnitlige uddannelsesniveau er styrket, er udviklingen af arbejdstagernes færdigheder ikke fuldt med udviklingen. Som følge af dette er beskæftigelsesmulighederne for de højtuddannede bedre end for dem med mellemlange eller korte uddannelser. Behovet for at forbedre færdighedsudbuddet og fremme voksenuddannelse førte til politiktiltag i en række medlemsstater herunder Danmark. Foranstaltninger, der blev gennemført i landene, sigter mod at forbedre færdighedsudbuddet og fremme voksenuddannelse - dette ofte i forbindelse med reformerne af erhvervsuddannelser. Danmark bliver i rapporten fremhævet således: I Danmark vil initiativer, der er vedtaget i forbindelse med trepartsforhandlinger mellem regeringen og arbejdsmarkedets parter som led i en bred politisk aftale om en vækstpakke, støtte ufaglærtes kompetenceudvikling og give flere faglærte arbejdstagere mulighed for at gennemføre videregående uddannelser. Aftalen om at styrke de ufaglærtes og faglærtes erhvervsuddannelsesmuligheder omfatter yderligere arbejdstagere i perioden Retningslinje 9: Sikre effektive kvalitetsuddannelsessystemer på alle niveauer og øge den andel af befolkningen, der har afsluttet en videregående eller tilsvarende uddannelse Inden for ovenstående retningslinje er der i de fleste medlemsstater truffet foranstaltninger til forbedring på de forskellige uddannelsesniveauer. Inden for erhvervsskoleområdet har de fleste lande truffet foranstaltninger for forbedring med henblik på at sikre, at uddannelserne fremadrettet bedre modsvarer arbejdsmarkedets behov. Dette er i store træk sket som et led i ungdomsgarantiordningerne, og de forpligtelser der er indgået under den europæiske alliance for lærlingepladser. Reformeringen af erhvervsskoleområdet er nødvendigt for at øge arbejdstagernes produktivitet set i lyset af de hurtigt skiftende færdighedsniveauer. Der sker væsentlige 5 Side 3 af 4 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 3/4 14/63

15 Danske Lærerorganisationer International Danish Teacher Trade Unions Syndicats d'enseignants Danois DLI-NOTAT fremskridt i forhold til Europa 2020-målet om, at 40 % af befolkningen skal have en videregående uddannelse. I 2013 var tallet på 36,9 %, hvilket er en procentvis fremgang på 1,2 procentpoint i forhold til året før. Retningslinje 10: Fremme social inklusion og bekæmpe fattigdom Der er i de fleste medlemsstater gennemført reformer for at fremme social inklusion og bekæmpe fattigdom. Mange af reformerne har til formål at sikre, at det sociale sikringssystem; - På en effektiv måde aktiverer personer som er stand til at arbejde - Beskytter personer der midlertidigt står uden for arbejdsmarkedet og/eller som ikke er i stand til at arbejde - Investerer i menneskelige ressourcer Side 4 af 4 Danske Lærerorganisationer International Boulevard du Roi Albert II 5, 9ème étage dli@dlint.org B-1210 Bruxelles 4/4 15/63

16 Det Europæiske Semester Oprettet: 11. december 2014 (NSL) Indhold Baggrund...1 Vækst- og stabilitetspagten...2 Europa Makroøkonomisk overvågning...3 Proces...3 Kalender for det Europæiske Semester...3 Typer af dokumenter...4 Den årlige vækstundersøgelse...4 Varslingsmekanismerapporten...5 Dybdegående undersøgelser...5 Nationale reformprogrammer...5 Stabilitet- og Konvergens sprogrammer...5 Landespecifikke anbefalinger...6 Baggrund Oprettet: 11. december 2014 (NSL) Opdateret: Indtil 2010 blev koordineringen af de økonomiske politikker foretaget af medlemsstaterne uafhængigt af hinanden. På baggrund af den økonomiske krise og den stadig tættere økonomiske afhængighed landene imellem opstod der et behov for at afstemme tidsplanerne for disse procedurer for at strømline processen og bedre afstemme målene for de nationale budget-, vækst- og beskæftigelsespolitikker og samtidig tage hensyn til de mål, som de havde sat sig i fællesskab. På baggrund af dette blev det Europæiske Semester i 2010 en realitet med forordning 1176/2011/EU. 1 Det Europæiske Semester betyder som ny økonomisk styringsform i EU, at EU og eurozonen hvert år skal koordinere deres budgetter og økonomiske politikker i overensstemmelse med Stabilitets- og Vækstpagten samt EU2020-strategien. Det Europæiske Semester koordinerer grundlæggende tre områder, som er: Vækstog Stabilitetspagten, Europa 2020 og den Makroøkonomiske overvågning /6 16/63

17 For eurolandene gælder ligeledes de såkaldte twopack-regler, hvorefter landene skal sende indsende budgetplaner for det kommende år. Vækst- og stabilitetspagten Stabilitets- og Vækstpagten er en direkte følge af beslutningen om at indføre euroen som EU's fælles valuta. Deltagelse i den fælles valuta, euroen, betyder at den førte finanspolitik i medlemslandene og specielt udviklingen i det offentlige budgetunderskud og gældsniveau, får betydning for de øvrige eurolande. Overordnet skal Stabilitets- og Vækstpagten sikre, at medlemslandene opererer med sunde og holdbare offentlige finanser. Det er den offentlige budgetsaldo og offentlige bruttogæld, der anvendes som mål for udviklingen i de offentlige finanser. Den juridiske baggrund for vækst- og stabilitetspagten findes i Traktaten for den Europæiske Unions Funktionsmåde (TEUF) 2 art. 121 og 126 samt af Protokol 12 til traktaten, der beskriver, at landene skal overholde følgene nøgletal: Landets budgetunderskud må ikke overstige 3 % af landets BNP. Landets udlandsgæld må ikke overstige 60 % af landets BNP. Som led i stabilitets- og vækstpagten skal eurolandene indsende stabilitetsprogrammer til Kommissionen, og landene uden for eurosamarbejdet skal indsende konvergensprogrammer. Disse programmer indeholder en række data og fremskrivninger af forskellige økonomiske variable, som er udgangspunktet for Kommissionens vurdering af medlemslandenes overholdelse af stabilitets- og vækstpagten - dvs. specielt kravet om at det offentligt budgetunderskud ikke må overstige tre procent af bruttonationalproduktet. Europa 2020 Den 3. marts 2010 fremsatte Kommissionen udspillet til EU s langsigtede vækststrategi den såkaldte Europa 2020-strategi. 3 Strategien bygger på tre overordnede prioriteter for EU: Intelligent vækst: udvikling af en økonomi baseret på viden og innovation. Bæredygtig vækst: fremme af en mere ressourceeffektiv, grønnere og mere konkurrencedygtig økonomi. Inklusiv vækst: fremme af en økonomi med høj beskæftigelse, der sikrer social og geografisk samhørighed. Disse strategier indeholder nationale strukturelle tiltag på områder som beskæftigelse, forskning, innovation, energi og social inklusion i tråd med Europa 2020-strategiens overordnede målsætning. Ud fra dette er der lavet en række mål for EU som helhed og individuelt for landene. For EU er målene for uddannelse og beskæftigelse at: Andelen af unge der forlader skolen tidligt skal reduceres til 10 pct. Andelen der gennemfører en videregående uddannelse bør være mindst 40 pct. 75 pct. af befolkningen i aldersgruppen skal være i beskæftigelse. De danske mål på området er: Andelen af unge der forlader skolen tidligt skal reduceres til <10 pct. Andelen der gennemfører en videregående uddannelse bør være mindst 40 pct. 80 pct. af befolkningen i aldersgruppen skal være i beskæftigelse. 2 (Lissabon-trakteten) 3 Se mere under sagen Europa 2020 på O-drev 2 2/6 17/63

18 Medlemslandenes nationale målsætninger under Europa 2020-strategien bliver meldt ind i form af de såkaldte nationale reformprogrammer som led i Det Europæiske Semester. Makroøkonomisk overvågning Den makroøkonomiske overvågning blev indført ved vedtagelsen af den såkaldte sixpack, 4 som trådte i kraft den 13. december Fire af de i alt seks retsakter går ud på at reformere stabilitets- og vækstpagten ved at forbedre overholdelsen af kravene i pagten bl.a. ved at introducere bøder. De sidste to forslag går ud på at indføre en procedure for makroøkonomiske ubalancer. I praksis fungerer proceduren for de makroøkonomiske ubalancer ved, at Kommissionen udarbejder en varslingsrapport. der på baggrund af 11 makroøkonomiske indikatorer identificerer de medlemsstater, hvor en nærmere dybdegående analyse skal afklare, om der er fare for, at landet kommer i makroøkonomiske ubalancer. Hvis det er tilfældet, iværksættes en procedure til afhjælpning. Proces Oprettet: 11. december 2014 (NSL) Opdateret: Det Europæiske Semester forløber over et helt år, hvor det første halve år foregår i EU regi, og det efterfølgende halvår for hovedparten foregår i nationalt regi. Kalender for det Europæiske Semester November: Det Europæiske Semester indledes med offentliggørelsen af den årlige vækstundersøgelse, varslingsmekanismerapporten og Kommissionen udtalelse om eurolandenes budgetter. Januar: Rådet godkender den årlige vækstundersøgelse og accepterer den liste af lande, der i november blev indstillet til en dybdegående makroøkonomisk undersøgelse. Marts: Det Europæisk Råd (EU s stats- og regeringschefer) godkender endeligt de overordnede økonomiske prioriteter baseret på den årlige vækstundersøgelse. Marts: Kommissionen offentliggør de dybdegående undersøgelser af de lande som i følge varslingsmekanisme-rapporten har makroøkonomisk ubalancer. April: Inden udgangen af måneden offentliggør landene deres Nationale Reform Programmer og Konvergens- og Stabilitetsprogrammer. Disse fokuserer på økonomisk politik, men også på Europa målene. Maj: Kommissionen kommer med udkast til landespecifikke anbefalinger om de tiltag, landene bør iværksætte. Disse fokuserer ligeledes på både økonomisk politik og på Europa 2020-målene. Juni-juli: Rådet bliver enige om den endelige rapport til landespecifikke anbefalinger, hvorefter stats- og regeringslederne i Det Europæiske Råd tilslutter sig. Efterår: det Nationale Semester. Medlemslandene vedtager nationale finanslove, hvor de skal tage hensyn til arbejdet i Det Europæisk Semester. For eurolandene gælder det, at de i oktober skal have deres budgetter tjekket af Kommissionen, der kan forlange ændringer. 4 Forordning 1175/2011, 1177/2011, 1173/2011, 1176/2011, 1174/2011 og direktiv 2011/85/EU 3 3/6 18/63

19 Typer af dokumenter Som led i det Europæiske Semester skal Kommissionen, Rådet og medlemsstaterne udarbejde en række rapporter og analyse. Disse er kort nævnt i ovenstående kalenderoversigt og vil i det følgene blive beskrevet nærmere. Den årlige vækstundersøgelse (Engelsk: Annual growth Survey - udkommer i november) Det Europæiske Semester indledes hvert år med den Årlige Vækstundersøgelse, som udarbejdes af Kommissionen. Undersøgelsen skitserer de overordnede økonomiske og politiske udfordringer og prioriteter i EU. Den Årlige Vækstanalyse består af en overordnet rapport og en delrapport om de beskæftigelses- og socialpolitiske udfordringer (den fælles beskæftigelsesrapport). Det er især i den sidste rapport, at uddannelses- og beskæftigelsespolitikkerne bliver undersøgt i detaljen og dermed denne del, der er af største relevans for DLi. Den fælles beskæftigelsesrapport tager bl.a. udgangspunkt i Retningslinjerne for Beskæftigelsespolitikker 5, som er udarbejdet af Rådet, og giver politiske retningslinjer til, hvordan medlemsstaterne skal reagere på de beskæftigelsesmæssige og sociale udfordringer med henblik på at opnå 5 Rådets afgørelse 2010/707/EU (link) af 21. oktober 2012 om retningslinjer for medlemsstaternes beskæftigelsespolitiker. 4 4/6 19/63

20 Europa 2020-målene. Der er i alt udarbejdet 10 retningslinjer, hvoraf de første seks er økonomiske, mens punkt 7-10 er i forhold til beskæftigelses- og socialpolitikker. Punkterne lyder således: Retningslinje 7: Øge arbejdsmarkedsdeltagelsen for kvinder og mænd, reducere strukturel arbejdsløshed og fremme jobkvalitet Retningslinje 8: Udvikle en kvalificeret arbejdsstyrke, der modsvarer arbejdsmarkedets behov, og fremme livslang læring Retningslinje 9: Sikre effektive kvalitetsuddannelsessystemer på alle niveauer og øge den andel af befolkningen, der har afsluttet en videregående eller tilsvarende uddannelse Retningslinje 10: Fremme social inklusion og bekæmpe fattigdom Varslingsmekanismerapporten (Engelsk: Alert Mechanism Report - udkommer i november) Kommissionen varslingsmekanismerapport indleder sammen med den Årlige Vækstundersøgelse det Europæiske Semester. Rapporten bliver til som et led i makro-ubalanceproceduren i det Europæiske Semester. Rapporten giver ud fra 11 indikatorer et billede af om der er makroøkonomiske ubalancer i medlemsstaten. Danmark fik i 2012 en anmærkning, men slap igen i 2014 for denne, da der ikke længere var for store makroøkonomiske ubalancer. Såfremt Kommissionen ud fra den 11 indikatorer kommer frem til, at der er makroøkonomiske ubalancer, udarbejder Kommissionen en mere dybdegående analyse, som offentliggøres i marts året efter. Dybdegående undersøgelser (Engelsk: In-depth review udkommer i marts) De lande, som Kommissionen i varslingsmekanismerapporten har vurderet har makroøkonomiske ubalancer, går videre til en såkaldt dybdegående undersøgelse. De dybdegående analyser skal udgøre et solidt grundlag for vurderingen af de pågældende landes ubalancer, herunder disses karakter og mulige implikationer. Kommissionens dybdegående analyser vil kunne give anledning til anbefalinger eller henstillinger fra Rådet om at korrigere ubalancerne (procedurens korrigerende del). For eurolande vil der være mulighed for sanktioner som f.eks. bøder ved gentaget manglende efterlevelse af henstillinger, eller indlevering af fyldestgørende handlingsplaner om at gennemføre tiltag med henblik på at korrigere ubalancerne. Nationale reformprogrammer (Engelsk: National Reform Programme udkommer i april) De nationale reformprogrammer, der fremlægges parallelt med indberetningen af stabilitets- og konvergensprogrammerne, skitserer medlemsstaternes strukturreformplaner med fokus på vækst og beskæftigelse. Disse programmer, som udarbejdes af de nationale regeringer, indeholder nationale strukturelle tiltag på områder som beskæftigelse, forskning, innovation, energi og social inklusion i tråd med Europa strategiens overordnede målsætning. Altså er det national reformprograms formål at holde hånd i hanke med medlemsstaternes Europa 2020-mål. Stabilitet- og Konvergens sprogrammer (Engelsk: Stability- and Convergence Programmes udkommer i april) Stabilitets- og konvergensprogrammerne, der udarbejdes af medlemsstaterne, skitserer medlemsstaternes mellemfristede budgetstrategi. For ikke euro-lande indleveres konvergensprogrammer, mens der for eurolande indleveres stabilitetsprogrammer. Fokus er bl.a. på overholdelsen af stabilitets- og vækstpagtens kriterier 5 5/6 20/63

21 herunder, at det offentlige budgetunderskud ikke må overstige tre procent af bruttonationalproduktet (BNP), og den offentlige bruttogæld skal være under 60 procent af BNP. Landespecifikke anbefalinger (Engelsk: Country-Specific recommendations godkendes i juni/juli) De landespecifikke anbefalinger udarbejdes af Kommissionen og godkendes senere af Rådet og Det Europæiske Råd. Anbefalinger tager udgangspunkt i de fem prioriteter fra Kommissionens Årlige Vækstundersøgelse og landenes nationale reformprogrammer. Ud fra dette, og ud fra hvordan landene tidligere har fulgt op på de anbefalinger de har fået, udarbejder Kommissionen en række anbefalinger, som landene skal efterfølge. 6 6/6 21/63

22 Ref.: CL/4068 Subject: Preliminary Report accompanied by a first draft of the Recommendation concerning Technical and Vocational Education and Training Sir/Madam, The General Conference of UNESCO decided at its 37th session in November 2013 (37 C/Resolution 17) that the 2001 Revised Recommendation concerning Technical and Vocational Education should be revised to reflect the new trends and issues in technical and vocational education and training (TVET). In accordance with the Rules of Procedure concerning recommendations to Member States and international conventions covered by the terms of Article IV, paragraph 4, of the Constitution, please find herewith the Preliminary Report accompanied by a first draft of the Recommendation concerning Technical and Vocational Education and Training. In conformity with these Rules of Procedure, Member States shall forward to the Secretariat of UNESCO their comments and observations at least ten months before the opening of the 38th session of the General Conference. Therefore, I would be grateful if these could be sent by 10 January 2015 to the UNESCO Section of Youth, Literacy and Skills Development at the following address: 2001revision@unesco.org. Please accept, Sir/Madam, the assurances of my highest consideration. Irina Bokova Director-General Enclosures: 2 1. Preliminary report of the Director-General on the draft Recommendation concerning Technical and Vocational Education and Training 2. First draft of the Recommendation concerning Technical and Vocational Education and Training cc: National Commissions for UNESCO Permanent Delegations to UNESCO UNESCO Regional and field offices 7, place de Fontenoy Paris 07 SP, France Tél. : +33 (0) Fax : +33 (0) To Ministers responsible for relations with UNESCO 1/17 22/63

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24 ANNEX I REVISION OF THE REVISED RECOMMENDATION CONCERNING TECHNICAL AND VOCATIONAL EDUCATION (2001) Preliminary report prepared in accordance with Article 10.1 of the Rules of Procedure concerning recommendations to Member States and international conventions covered by the terms of Article IV, paragraph 4, of the Constitution, on the draft Recommendation concerning Technical and Vocational Education and Training SUMMARY The General Conference of UNESCO decided at its 37th session in November 2013 (37 C/Resolution 17) that the 2001 Revised Recommendation concerning Technical and Vocational Education should be revised to reflect the new trends and issues in technical and vocational education and training. In accordance with Article 10, paragraph 1, of the Rules of Procedure concerning recommendations to Member States and international conventions covered by the terms of Article IV, paragraph 4, of the Constitution, the Director-General has prepared the present preliminary report, to which a first draft of the Recommendation concerning Technical and Vocational Education and Training is annexed. The preliminary report and a first draft text are submitted to Member States for their comments and observations, to be forwarded to the Secretariat of UNESCO by 10 January A final report containing a draft text will be prepared on the basis of those comments and observations. It will be communicated to Member States by April 2015, with a view to its discussion at the 38th session of the General Conference. I. Background 1. UNESCO is responsible for monitoring the implementation of two normative instruments in the field of technical and vocational education and training (TVET): the 1989 Convention on Technical and Vocational Education; and the 2001 Revised Recommendation concerning Technical and Vocational Education (henceforth the 2001 Revised Recommendation). 1 The 1989 Convention was adopted by the 25th session of the General Conference (1989) two years after the International Congress on the Improvement and Development of TVET (Berlin, 1987). The Recommendation was originally adopted by the 12th session of the General Conference of UNESCO (1962). It was revised in 1974 and again in 2001, following the Second International Congress on Technical and Vocational Education (Seoul, 1999). 2. In 2011, an independent study on the impact of these two normative instruments was conducted, as foreseen by the UNESCO Strategy for TVET ( ). Upon examining the results of the study presented in document 187 EX/20 (Part IV), 2 the Executive Board requested the Director-General to include in the Third International Congress on TVET (Shanghai, May 2012) a discussion on the content, relevance and scope of the normative instruments concerning TVET /17 24/63

25 2 3. The Shanghai Consensus 3 adopted by the Congress recommended the Director-General to consider the relevance and currency of the Convention on Technical and Vocational Education (1989) and the Revised Recommendation concerning Technical and Vocational Education (2001), with a view to the possible development of new or revised normative instruments adapted to a changing world. 4. Based on the findings of the independent study and the Shanghai Consensus, the Executive Board, by 190 EX/Decision 24 (III), 4 requested the Director-General to submit to it a preliminary study on the technical and legal aspects relating to the desirability of making further revisions to the 2001 Revised Recommendation. 5. Having examined this preliminary study (document 191 EX/20 (Part III)), 5 the Executive Board reiterated the need to revise the 2001 Revised Recommendation and decided to inscribe this item on the provisional agenda of the 37th session of the General Conference, while inviting the Director- General to submit to the 37th session of the General Conference the preliminary study on the technical and legal aspects relating to the desirability of making further revisions to the 2001 Revised Recommendation, together with the relevant observations, comments and decisions of the Executive Board (191 EX/Decision 20 (III)) Pursuant to 191 EX/Decision 20 (III) and in accordance with the Rules of Procedure concerning recommendations to Member States and international conventions covered by the terms of Article IV, paragraph 4 of the Constitution, the Director-General submitted a preliminary study on the technical and legal aspects relating to the desirability of revising the 2001 Revised Recommendation to the 37th session of the General Conference in November 2013 (document 37 C/44) Having examined this preliminary study, the General Conference of UNESCO decided at its 37th session in November 2013 (37 C/Resolution 17) 8 that the 2001 Revised Recommendation should be revised once more to reflect the new trends and issues in technical and vocational education and training; invited the Director-General to prepare such a revised version in consultation with the Member States and other stakeholders through various cost-effective measures, without convening the special committee referred to in Article 10, paragraphs 4 and 5, of the Rules of Procedure concerning recommendations to Member States and international conventions covered by the terms of Article IV, paragraph 4, of the Constitution; and also invited the Director-General to submit to it, at its 38th session, a draft revised Recommendation. II. Revision process 8. The preliminary study on the technical and legal aspects relating to the desirability of revising the 2001 Revised Recommendation indicated that the Director-General would conduct consultations and solicit the comments and observations of all Member States and from other relevant actors such as regional and international organizations, in particular the International Labour Organization, and national legal and technical experts. 9. Several important steps of the consultation and drafting process have already taken place, including through electronic platforms and an experts meeting. A Special Virtual Conference was organized by UNESCO-UNEVOC from 1 to 14 April 2014, using the e-forum. The objective of this Special Virtual Conference was to re-examine the conceptualization of TVET and its various /17 25/63

26 3 contributions towards fulfilling UNESCO s mandate for promoting lasting peace and sustainable development. The discussion focused on the changes that needed to be made to the 2001 Revised Recommendation for the instrument to remain current. The Special Virtual Conference attracted 210 participants from 70 countries, including staff of government ministries, TVET agencies, international organizations, official bilateral agencies, non-governmental organizations, universities and public and private TVET providers. 10. Based on the outcomes of this Special Virtual Conference and informed by the actions undertaken by the Organization in the framework of the Strategy for TVET and the mid-term review of the Strategy for TVET, the Secretariat developed a revised text that was shared for feedback with an Expert Group on TVET established specifically to advise the Secretariat on the revisions. The Expert Group on TVET comprised representatives from the UNEVOC Network, ILO and international social partners. 11. A Joint Expert Meeting, comprised of the Expert Group on TVET and the Expert Group on Adult Learning and Education, was held in Hamburg on 27 and 28 May The Joint Expert Meeting on the UNESCO Recommendations concerning Technical and Vocational Education and Adult Learning and Education, held at the UNESCO Institute for Lifelong Learning (UIL), aimed to ensure that the revised instruments will be mutually reinforcing and address contemporary issues in a harmonious manner. One of the outcomes of the Joint Expert Meeting was a revised draft text that was the main focus of an Online Consultation with Member States and other stakeholders held from 1 to 8 July 2014 using UNESCO s collaborative platform, UNESTEAMS. 12. The objective of this Online Consultation was for participants to review this draft text of the Recommendation, and the focus of the discussion was on the changes needed prior to its submission to Member States in accordance with Article 10, paragraph 1, of the Rules of Procedure concerning recommendations to Member States and international conventions covered by the terms of Article IV, paragraph 4, of the Constitution. Participants in the Online Consultation included legal and senior experts on TVET nominated by UNESCO Member States and Associate Members from all regional groups (187 nominated experts, representing 99 countries), and representatives of international organizations and development partners (17) and of NGOs (11). Over the eight days, 97 participants contributed actively to the three discussion fora (English, French and Spanish), providing over 900 inputs. These written inputs were used to inform the further elaboration by the Secretariat of the first draft text of the Recommendation, which is hereto annexed for Member States comments and observations. III. Focus of the revision 13. This first draft text reflects conceptual and policy developments that stress the need for a more integrated approach towards education and training, a holistic approach to the preparation for work and life, and the development of lifelong learning systems. 14. The scope of this first draft text is broader than that of the 2001 text. For instance, the training dimension has been added to technical and vocational education, so that it becomes technical and vocational education and training. In keeping with recent discussions on education beyond 2015, this first draft text is oriented towards promoting skills for work and life and ensuring that all young people and adults have equal opportunities to learn, develop and upgrade their skills. The text integrates a stronger focus on lifelong learning, by promoting a transversal dimension for the development of knowledge, skills and attitudes across the education and training sector and in support of capacities in other sectors. 5/17 26/63

27 4 15. To address the rapid demographic and technological changes that are taking place and the deepening concerns relating to youth unemployment, underemployment, social inequalities including gender inequality, peace and sustainable development, this first draft text encourages Member States to adopt a more integrated, inter-sectoral approach to policy development, implementation, and monitoring and evaluation, and to address critical issues such as qualifications and learning pathways, quality assurance systems and labour market relevance. 16. This first draft text also addresses the complexity of governing TVET by encouraging necessary inter-ministerial coordination, partnerships and the mobilization of all stakeholders, giving special attention to the role of social partners, the private sector and civil society, such as youth organizations. 17. With a view to rendering this standard-setting instrument more effective and to facilitate its monitoring, this first draft text takes on a more concise form than the 2001 Revised Recommendation. This first draft of the Recommendation consists of eight main sections: o o o o o o o o Preamble Scope of this Recommendation Vision, aims and guiding principles Policies and stakeholders involvement Quality and relevance Monitoring and evaluation Research and knowledge management International cooperation 18. Taking into account the prominent place of TVET and skills development for employment and livelihoods in the emerging post-2015 international education and development agendas and goals, Member States are now invited to forward their comments and observations on this preliminary report and the first draft text annexed hereto to the Secretariat of UNESCO by 10 January A final report containing a draft text of the Recommendation will be prepared on the basis of those comments and observations, and communicated to Member States by April 2015, with a view to its discussion at the 38th session of the General Conference. 6/17 27/63

28 ANNEX II FIRST DRAFT TEXT RECOMMENDATION CONCERNING TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) Preamble The General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO), meeting in Paris, ( ), at its 38th session, Recalling the principles set forth in Articles 23 and 26 of the Universal Declaration of Human Rights (1948) and in Articles 6(2) and 13 of the International Covenant on Economic, Social and Cultural Rights (1966) guaranteeing the right of everyone to work and to education, and the principles contained in the Convention Against Discrimination in Education (1960), the Convention on the Elimination of All Forms of Discrimination against Women (1979), the Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2006), Conscious that TVET is understood as being part of both the right to education and the right to work, Recognizing that TVET meets the aim of developing both individuals and societies as stipulated in the Convention on Technical and Vocational Education (1989), Recalling the provisions of the Recommendations adopted by UNESCO, notably the Recommendation against Discrimination in Education (1960), the Recommendation concerning the Status of Teachers (1966), the Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974), the Recommendation on the Recognition of Studies and Qualifications in Higher Education (1993), the Recommendation concerning the Status of Higher- Education Teaching Personnel (1997) and the Recommendation on Adult Learning and Education (2015), Recalling also the relevant instruments adopted by the International Labour Organization (ILO) including the 1975 Convention concerning Vocational Guidance and Vocational Training in the Development of Human Resources (No. 142) and the 2004 Recommendation concerning Human Resources Development: Education, training and lifelong learning (No. 195), Recognizing that TVET contributes towards the promotion of understanding and respect for human rights; inclusion and equity; gender equality, cultural diversity; and to the fostering of a desire and capacity for lifelong learning and learning to live together, all of which are essential to the realization of lasting peace, responsible citizenship, and sustainable development, Bearing in mind the key role of TVET in supporting the United Nations sustainable development agenda in the context of States striving for a world that is just, equitable and inclusive, and their commitment to the promotion of social development, shared economic growth and environmental sustainability, and thereby to benefit all, Considering the need to promote gender-responsive TVET and to further encourage the access, retention and completion of girls and women, Taking into account the recommendations of the Bonn Declaration on Learning for Work, Citizenship and Sustainability (2004), the Bonn Declaration on Education for Sustainable 7/17 28/63

29 2 Development (2009), the recommendations of the Third International Congress on TVET, Transforming TVET: Building skills for work and life, known as the Shanghai Consensus (2012), Having decided by 37 C/Resolution 17 that the 2001 Revised Recommendation should be revised to reflect the new trends and issues in technical and vocational education and training, Considering that this Recommendation sets out general principles, goals and guidelines that each Member State should apply according to its socio-economic context, governing structures and available resources in a changing world, with a view also to transforming, expanding and enhancing TVET at local, regional and international levels, Having examined document 38 C/ and the draft Recommendation concerning technical and vocational education and training annexed thereto, 1. Adopts the Recommendation concerning Technical and Vocational Education and Training, which supersedes the 2001 Revised Recommendation, on this. day of November 2015; 2. Recommends that Member States apply the following provisions by taking appropriate steps, including whatever legislative or other steps may be required, in conformity with the constitutional practice and governing structures of each State, to give effect within their territories to the principles of this Recommendation; 3. Also recommends that Member States bring this Recommendation to the attention of the authorities and bodies responsible for TVET, and also other stakeholders concerned with TVET; 4. Further recommends that Member States report to it, at such dates and in such manner as shall be determined by it, on the action taken by them in pursuance of this Recommendation. I. SCOPE OF THIS RECOMMENDATION 1. This Recommendation applies to all forms of education and learning that aim to facilitate access and participation by all youth and adults in the world of work and lifelong learning. 2. For the purpose of this Recommendation, technical and vocational education and training (TVET) is understood to be integral to education and lifelong learning and to refer to all forms of learning of knowledge, skills and attitudes relating to the world of work. TVET comprises education, training and skills development activities relating to occupational fields, production and livelihoods. Transversal skills, citizenship skills and skills that enable lifelong learning are integral components of TVET. 3. TVET involves a wide variety of learning and skills development opportunities. It can take place at secondary, post-secondary and tertiary levels. TVET can include other programmes leading to vocational qualifications and other skills development opportunities attuned to national and local contexts. TVET also encompasses continuing training and professional development undertaken as part of in-service arrangements or individual and collective initiatives. 4. The application of the provisions of this Recommendation will depend upon the specific conditions, governing structures, and constitutional provisions existing in a given country. 8/17 29/63

30 3 II. VISION, AIMS AND GUIDING PRINCIPLES Vision 5. TVET empowers individuals for their fulfilment and the sustainability of their societies. Aims 6. TVET will effectively help individuals to achieve their own aspirations for work and life. 7. TVET will contribute to meeting the collective needs of society and the demands of the world of work. Guiding principles 8. TVET is located between economic, social, environmental and other inter-related policy domains. An integrated, inter-sectoral approach to policy development is required to transform and expand TVET so as to realize the vision and aims of this Recommendation. This implies the integrated analysis of contexts and close collaboration between government ministries, authorities, institutions, social partners and numerous other stakeholders. 9. As a means of advancing shared economic growth, TVET should adapt to changes in the nature and organization of work, including increasing flexibility in employment relations and in the labour market, the emergence of new industries and occupations, and scientific and technological advances. TVET is characterized by its proximity to the world of work and should promote entrepreneurship and transitions, interactions and integration between learning and working. 10. As a means of ensuring the right of equal access to TVET, education and training systems should be non-discriminatory and inclusive, contributing towards the achievement of gender equality, equal opportunities, social equity and social inclusion. No individual seeking access to TVET shall be discriminated against on any grounds. Recognizing that TVET can help to alleviate poverty and social exclusion, particular consideration should be given to disadvantaged and vulnerable groups, including individuals with disabilities. TVET should be relevant to all populations, whether living in urban or rural areas, including indigenous people. As such, TVET should contribute to ensuring quality, equitable and inclusive lifelong learning opportunities for all. 11. As a means of contributing to sustainable development, TVET should be reoriented to empower youth and adults to become constructive agents of sustainable development, and thus to advocate for sustainability at work, in households, communities and societies. Furthermore, TVET should contribute to cultural development, social cohesion and lasting peace through fostering respect for cultural diversity, democratic participation and responsible citizenship, including the development of capacities to act collaboratively and to strive for the collective good. 12. While being integral to education and lifelong learning, TVET should contribute to the development of knowledge, skills and attitudes in a wide range of occupational and technical fields needed for advancement in all sectors and for sustainable development in all its aspects. TVET should in particular take account of the rapidly developing and transforming nature of technologies, especially information technologies. 9/17 30/63

31 4 III. POLICIES AND STAKEHOLDERS INVOLVEMENT Policy coherence and stakeholders involvement 13. TVET policies should derive from and be consistent with a broad range of policy fields and the overall strategic objectives of government, including economic, social and environmental objectives. 14. Member States should guide, recognize and promote all forms and settings of TVET through an overall lifelong learning framework that should be oriented to producing better outcomes for youth and adults in the world of work, equipping them with relevant knowledge, skills and attitudes for work and life, and providing support for them to make informed educational and occupational choices. 15. Member States expanding TVET at secondary level should consider, as appropriate to their education and training systems and authorities, the diversification of secondary education curricula and the development of pathways between different streams. 16. Member States and/or TVET institutions expanding TVET at post-secondary and tertiary levels should ensure that there is an institutional framework to engage labour market stakeholders, that programmes and qualifications are transparent and quality assured, and that curricula follow agreed standards. 17. Member States should develop pathways between secondary, post-secondary and tertiary education including admission procedures and counselling, credit transfer and equivalency schemes. TVET institutions should collaborate on their implementation. 18. Member States should develop relevant regulations and incentives to support professional and personal development, information, guidance and counselling. 19. Member States should support continuing education and training, including through the recognition of prior learning, assessment and certification with the tripartite involvement, when relevant, of workers' representatives, employers representatives and public authorities. Governance and regulatory framework 20. Member States, while assuming the responsibility for public policies, should consider defining or strengthening a regulatory or policy framework regarding responsibilities, authorities and accountability to coordinate TVET for the benefit of all stakeholders, and encourage legislation supporting participation. Member States should strengthen technical, administrative and institutional capacities for the governance and management of TVET. TVET funding should be considered an integral aspect of TVET governance and steering. 21. Member States, as appropriate to their governing structures, should institutionalize interministerial coordination and align different levels of government. 22. Governance arrangements should be reflected at local levels, where governments channel funds and cooperate, when relevant, with business associations in running TVET institutions and supporting work-based learning. 23. In conformity with the constitutional practice and governing structures of each Member State, and utilizing appropriate structures such as public agencies or consultative bodies, public authorities responsible for planning, overseeing and implementing TVET should associate the following groups actively in the governance process: 10/17 31/63

32 5 o o o representatives of employers, producers and workers organizations, industry, agriculture, crafts associations and chambers as well as of the informal economy, small enterprise owners and entrepreneurs; representatives of learners; and representatives of the community at large such as non-governmental organizations, youth and women's organizations, parents associations, traditional leaders and other representatives. 24. Member States, as appropriate to their governing structures, should consider establishing or strengthening governance models for TVET institutions involving relevant local stakeholders. 25. Member States should develop a culture of collaboration in TVET, through knowledgesharing within and between development sectors. Involving the private sector and promoting social dialogue 26. Private sector participation in TVET should be guided by key principles including alignment with public policies, support to social dialogue, responsibility, accountability and efficiency. 27. When involving the private sector, TVET policies should recognize the diversity of large, medium, small, micro- and household enterprises engaged in all sectors of the economy, formal and informal, including farm and non-farm enterprises in rural areas, producers organizations and informal organizations of rural workers. 28. Member States should, as appropriate to their labour market context, foster social partners participation in TVET. Social partners should be entitled to participate in TVET according to agreed regulations and appropriate lines of responsibility. 29. Involving the private sector, in particular through business associations and producers organizations, trade unions and other labour market stakeholders, and the building of partnerships are critical to ensuring responsive and relevant TVET. Partnerships for TVET should benefit from the participation of stakeholders in the following areas: o o o o o TVET system planning, governance, regulatory framework and financing; skills forecasting and analysis and the definition of occupational profiles; the development of TVET curricula, and the definition of TVET qualifications and standards; the management of TVET institutions; and assessment, validation and certification and diverse other functions, including promotion of innovations, participation in labour market research and applied research, contribution to professional guidance and TVET staff training and development. 30. Public policies should foster and facilitate quality apprenticeships composed of work-and institution-based learning driven by robust social dialogue, to promote consensus building, as well as public-private partnerships to help youth to acquire skills and gain work experience to facilitate transitions to the world of work. 31. Public policies should, as appropriate, support the development of skills in the informal economy by encouraging skills development including quality traditional apprenticeship in small, micro- and household enterprises. Public policies should engage agriculture, industry, 11/17 32/63

33 6 Financing cultural and crafts associations to play a significant role in improving the quality of learning, assessment and certification. 32. Incentive mechanisms and regulatory frameworks should be set up to diversify sources of funding and involve all stakeholders. Diversification should be considered by engaging enterprises, individuals and local authorities through a variety of partnerships, including public-private partnerships. In addition to existing frameworks for public financing, innovative funding mechanisms need to be explored to increase efficiency and accountability and to stimulate the demand for TVET. 33. Sustainable funding mechanisms and methodologies for the allocation and use of financial resources should be put in place. Various forms of incentives and accountability mechanisms should be established aiming at shifting the traditional input-based models to more performance-based financing ones. 34. TVET institutions, including at the secondary, post-secondary and tertiary levels, should have an appropriate level of operational and financial autonomy. This could enable them to engage with their local context and to build new partnerships for improving the quality and relevance of TVET programmes, and to generate revenues. Equity and access 35. Member States should take measures to ensure that all young people and adults have equal opportunities to learn, develop and upgrade their skills, by transforming and expanding TVET in all its forms to address the great diversity of learning and training needs. 36. Member States, as appropriate to their governing structures, should ensure a quality basic education for all, and address the needs of out-of-school youth and adults by enhancing literacy, numeracy and transversal skills, as a basis for meaningful participation in TVET. 37. Education and other stakeholders should create the conditions for TVET for all, so that it may be freely chosen as the means to develop talents, interests and skills leading to work and/or further learning. 38. Innovative measures should be taken against all forms of discrimination, including genderbased discrimination. TVET should promote equal access and participation of females and males in quality TVET learning throughout life. All forms of TVET institutions, programmes, curricula, materials and work-based learning should avoid gender-based and other stereotyping, and should contribute to gender equality. 39. Member States should make TVET more accessible to disadvantaged and vulnerable groups, including marginalized rural and remote populations, by providing targeted support to reduce the cost burden. Particular attention should be given to learners with disabilities, indigenous people, ethnic minority groups, the socially-excluded, migrants, refugees, the stateless and those affected by conflict or disaster, as well as to unemployed people, lowskilled people, older workers and workers in small and medium-sized enterprises, in the informal economy, the rural sector and self-employment. 40. Information technologies, supported by a relevant infrastructure, should be encouraged, as appropriate to different contexts, to improve access to and participation in TVET. 12/17 33/63

34 7 IV. QUALITY AND RELEVANCE Learning processes 41. A variety of learning experiences should be encouraged, whether in public and private TVET institutions, workplaces, homes, or other situations. Informal learning, whether self-directed, peer-to-peer or through other forms of social learning, should be supported and, if appropriate, made visible in terms that are recognized by formal TVET institutions and in the world of work. 42. In addition to knowledge, skills and attitudes relating to occupational fields, learning processes should build on foundation skills and further deepen understandings of the scientific, technological, social, cultural, environmental and economic aspects of societies. TVET should develop transversal and entrepreneurial skills, skills for health, responsible citizenship and sustainable development. 43. Learning through work in its various forms, including apprenticeships, should be promoted and its quality enhanced. Learning through work should normally be complemented by institution-based or other forms of learning. 44. Technologies, including the internet, interactive multimedia materials, audiovisual aids, mass media and social media, should be utilized to enhance the cost-effectiveness and quality of TVET programmes. Distance and face-to-face modes should preferably be blended. 45. Effective assessment systems for generating and using information on learners' achievements should be established. Continuous evaluation of teaching and learning processes, including formative assessment, should be undertaken with the participation of teachers, representatives of the occupational fields concerned, supervisors and learners. Learners performance should be assessed on an overall basis that considers active participation in learning, interests and attitudes, using diversified methods of assessment. TVET staff 46. Policies and frameworks should be developed to ensure qualified and high-quality TVET staff, including teachers, instructors, trainers, tutors, managers, administrators, extension agents and guidance staff. 47. TVET teachers should be considered an integral part of the teaching profession. The ILO/UNESCO Recommendation concerning the Status of Teachers (1966) and the Recommendation concerning the Status of Higher-Education Teaching Personnel (1997) are applicable especially as regards the provisions concerning preparation for a profession, continuing education, employment and career, the rights and responsibilities of teachers, conditions for effective teaching and learning, teachers salaries and social security. Member States thus should consider devising strategies and providing incentives, including attractive remuneration, career paths and professional development. 48. Given the growing consideration of TVET learning in the workplace and other settings including community-based, distance and online, Member States need to more systematically support and acknowledge the emerging roles and learning needs of workplace trainers, tutors and other facilitators, by considering the development or strengthening of policies and frameworks concerning their recruitment and/or status. TVET staff should have decent working conditions and adequate remuneration. 49. TVET staff in educational institutions and the workplace should be equipped with the capacities required to make TVET responsive to the economic, social, cultural and environmental contexts of the societies they serve. In particular, TVET staff require initial preparation, as well as continuing training programmes and continuing professional 13/17 34/63

35 8 development, including experience in enterprises, and support to enable them to reflect on their practices and to adapt to changing conditions. Gender sensitivity training should be an integral part of the initial and continuing professional development of TVET staff. Qualifications systems and learning pathways 50. Well-articulated outcome-based qualifications frameworks or systems based on learning outcomes and relating to a set of agreed standards should be established based on identified needs including occupational standards, enabling people to progress horizontally and vertically. 51. Policy mechanisms supporting horizontal and vertical progress could include flexible learning pathways, the recognition of prior learning, credit transfer and setting adequate incentives. Special attention should be given to assisting low-skilled and unskilled individuals to gain certification for access to further learning and decent work. 52. Systems for the recognition, validation and accreditation of knowledge, skills and attitudes through non-formal and informal learning should be promoted. UNESCO s Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning could be referred to in this regard. 53. Member States should promote the mutual recognition of qualifications at national, regional and international levels, considering the international dimension of qualifications in relation to the mobility of students and workers. Quality assurance 54. Quality assurance should designate and bring together all of the bodies that have a role in the management of quality in TVET. Quality assurance refers to a wide range of norms, requirements and procedures that are intended to establish a culture and procedures for external- and/or self-assessment, through which system performance and outcomes can be continuously improved. 55. Quality assurance systems should include clear and measurable objectives and standards; guidelines for implementation, including stakeholders involvement; appropriate resources; consistent evaluation methods, associating self-assessment and external review; and feedback mechanisms and procedures for improvement and widely-accessible evaluation results. Relevance to labour markets and the world of work 56. Member States should take appropriate actions to improve the relevance of TVET to changes in labour markets and the world of work. Institutional capacities for the analysis of specific contexts need to be strengthened so that TVET can respond rapidly to changing skills needs, through policy and planning, and in relation to economic sectors, for example through sector skills councils, and at the level of providers. 57. Capacities should be developed to anticipate emerging needs, such as those implied by transitions to green economies and societies. Fostering linkages with industry and the adoption of sectoral and/or territorial approaches could be used to identify and anticipate skills needed. 58. Labour market analysis should take into consideration the implications, benefits and drawbacks of increasing labour market flexibility, including more part-time working, short contracts, frequent employment transitions, multiple occupations, and periods of unemployment and underemployment, migration and mobility. 14/17 35/63

36 9 59. Data collection and analysis systems to assess the skills levels of populations, to identify skills shortages, gaps and mismatches, and to observe labour market trends should be developed. Disaggregated data on participation rates and the outcomes of TVET including graduate transitions, from TVET to work or to further learning and career trajectories, should also be collected. 60. TVET information systems should be strengthened and include initiatives to use open data and to bring together existing sources of information on the labour market that can inform TVET policies and programmes as well as people s decisions about their careers. Particular attention should be given to collecting and analysing gender- and age-disaggregated data, as well as data on disadvantaged and marginalized populations. Information, guidance and counselling 61. Information, guidance and counselling should be offered continuously and directed towards aiding all individuals to make informed educational, training and occupational choices at various stages of life and in support of more complex and diversified careers and working lives. 62. Member States should institutionalize information, guidance and counselling mechanisms in order to provide up-to-date and reliable support in relation to education, continuing training and work opportunities at national, regional and international levels. 63. Information, guidance and counselling services should support learners and other stakeholders in developing meaningful strategies to utilize social networks and information technologies to inform decision-making. 64. Particular attention should be given to promoting equality of opportunity in all its dimensions, including gender equality, so as to address social disparities in education, the world of work and wider society. V. MONITORING AND EVALUATION 65. TVET policies and programmes should be evaluated in relation to the overall vision, aims and guiding principles of this Recommendation. This could include impact studies of policies and programmes, and investigation of the costs and benefits of TVET for a broad range of actors including individuals, enterprises, societies and Member States. 66. Appropriate tools and indicators should be developed for measuring the effectiveness and efficiency of TVET policies against agreed standards, priorities and targets, and that include specific targets for disadvantaged and vulnerable groups. This could include tracer studies and evaluations of institutions and programmes as well as the development of sets of indicators including on access, completion rates and the employment status of graduates. 67. Institutional capacities for data collection and the use of information from monitoring and evaluation to inform TVET strategies and programmes, standards and curricula, or to adjust learning methods, should be strengthened. Coherence between national data collection on TVET and international standards and initiatives should be enhanced. 68. Processes for monitoring and evaluating TVET should ensure broad participation of relevant stakeholders, with a view to strengthening the connection between findings, decision-making, transparency and accountability for results. 15/17 36/63

37 10 VI. RESEARCH AND KNOWLEDGE MANAGEMENT 69. Member States should encourage TVET research through sustained investment in strengthening research capacity in education and other relevant fields of study. The quality and quantity of TVET research should be improved through diversified sources of funding, incentives and infrastructure, including for tertiary education institutions conducting TVET research. The capacities of stakeholders, including TVET providers and social partners, for research and knowledge management should be developed. Social partners should be involved in commissioning, using and evaluating research, as well as the development of strategies and systems for knowledge management at various levels. 70. Inter-disciplinary research, research networks, collaborative research and partnerships should be promoted at local, institutional, sectoral, national, regional and international levels. Appropriate theories, methodologies and research instruments, both qualitative and quantitative, should be developed for studying and researching TVET. TVET research should aim to improve the analysis of contexts and foresight, and provide action-orientated insights. TVET research findings should be widely disseminated through publications and electronic means. VII. INTERNATIONAL COOPERATION 71. To achieve the vision and objectives of this Recommendation, international cooperation between all countries should be promoted, including through North-South, South-South and triangular cooperation. Member States should enhance cooperation within and across regions as well as between Member States with similar characteristics through various means, including through regional bodies, notably the regional economic communities, the United Nations system and other relevant regional and international entities. 72. Civil society organizations and networks should be actively associated with diverse forms of international cooperation relating to TVET. 73. Member States should take measures to foster the equitable and inclusive internationalization of TVET. This should be achieved by considering national TVET provision in relation to regional and international provision, and by systematically addressing the need for accountability and transparency regarding particular qualifications and for the recognition of learning experiences carried out in another country or territory. Mutual cooperation and mutual learning between countries should facilitate the mobility of TVET learners and staff. Relevant international or regional guidelines for quality and cross-border provision of TVET, based on shared principles, could be developed. 74. Member States can advance international cooperation through knowledge sharing and the identification of best practices and advocacy for TVET, making full use of international and regional networks and other mechanisms for development cooperation, including financing and official development assistance. 75. Member States should take advantage of the programmes of the UNESCO-UNEVOC International Centre and contribute to the strengthening of the UNEVOC network, both of which promote international cooperation for the development of TVET. 76. To facilitate international cooperation, Member States should aim to apply relevant and appropriate internationally-recommended standards and norms, including relevant normative instruments of UNESCO and the International Labour Organization, the International Standard Classification of Education (ISCED), the International Standard Classification of Occupations (ISCO) and the International Standard Industrial Classification (ISIC). 16/17 37/63

38 11 Mechanisms also need to be developed to standardize national and regional occupational standards, and communicate these internationally. 77. Progress by Member States towards the bringing into effect of international recommendations, standards and targets should be continuously evaluated through sustained research, monitoring, periodic reporting and comparative analysis, with a view to enabling countries to use TVET as a means of reducing the disparities within and between countries and creating a more equitable, peaceful and sustainable world. 17/17 38/63

39 Education International Internationale de l'education Internacional de la Educación Bildungsinternationale TO ALL MEMBER ORGANISATIONS TO THE EXECUTIVE BOARD Brussels, 1st December 2014 Head Office 5, Bd du Roi Albert II 1210 Brussels, Belgium Tel Fax headoffice@ei-ie.org President Susan Hopgood General Secretary Fred van Leeuwen Revision of UNESCO Recommendation on Technical and Vocational Education and Training Dear colleagues, UNESCO is in the process of revising its Recommendation concerning Technical and Vocational Education and Training. The recommendation was originally adopted in 1962 and was revised in 1974 and The aim of the current revision is to reflect new trends and issues in the field, considering demographic changes, youth unemployment and growing inequality as well as the central role of skills for work and life in the process of defining global priorities for education beyond Following a limited consultation earlier this year, to which EI s Task Force on Vocational Education and Training contributed, a first draft of the Revised Recommendation has now been sent to Member States. The revision is, in fact, a complete rewrite of the recommendation. The new draft is significantly shorter than the recommendation approved in Member States have been invited to return their comments to the UNESCO Secretariat by 10 January UNESCO will then review the draft text accordingly, in order to circulate a final draft text to Member States by April 2015, in view of a scheduled discussion during the 38 th session of its General Conference in November Please find attached the preliminary report of UNESCO s Director-General to Member States and the first draft of the Revised Recommendation. I invite all member organisations to contact their governments and National Commissions for UNESCO to share their feedback on the new draft recommendation. In order to support you in this endeavour, EI has identified a number of areas that we believe require improvements and further work, as outlined in the attached document. Should you have any questions, please contact Antonia Wulff, Coordinator in the Education and Employment unit, at Antonia.Wulff@ei-ie.org Yours sincerely, Fred van Leeuwen General Secretary All communications should be addressed to the General Secretary Toute correspondance doit être adressée au Secrétaire général Toda la correspondencia debe dirigirse al Secretario General Der gesamte Briefwechsel ist an den Generalsekretär zu richten 1/1 39/63