Approaches in EU countries on Labour Market and VET Systems May 4

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Approaches in EU countries on Labour Market
and VET SystemsMay 4 5 2004Ankara

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Prof. Dr. dr. J.J. Indenburg
Every well educated man or woman is a meaningful
factor for economical and social development of
a country
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Hans Weggelaar
Bs Electronics Bs Human sources development
Self employed international consultant and
working for the Helsinki Consultant Group Ltd
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When making VET policy
EU countries will take into account the main
developments as they appears in the society
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Influences
Labour Market
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Relations more specific
Ministry of National Education
Labour and Social Security
Economic Finance
Economic Activities
Labour Market
Education Training System
Educational Standards
Occupational Standards
Confederation of Turkish Craftsmen Tradesmen
Organisations of Employers
Chambers of Industry and Trade
Organisations of Employees
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The Role of Social Partners
The role of Social Partners both employers and
employees is recognized to a great extent as
they know the reality on the market the best
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Reasons for social partners to get involved in VET

• Under financed public training institutes not
  
• capable to meet the labour market demand

• Dissatisfaction on the quality of the
• competences delivered

• Low adoption capability of traditional schools
• to meet rapid change in technology and
• organizational environment

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Delegation

• In most EU countries
• management decision making on VET
• has been delegate form the government
• to joint bodies
• of employers and employees.

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Providers

• For nearly every discipline
• the labour market is looking for,
• training centers offers services.

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Providers legal base

• Private,
• Collective,
• Not for profit.

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Financial support

• Tax compensation direct.
• Tax compensation indirect.
• Wage compensation.
• Lump sum.

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A success full approach

• A regional approach for labour market and VET
  training is a fine one.
• In terms of matching demand and supply the a
  sector driven approach appears to be rather
  successful.

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For each economical sector
As for instance
Engineering and engineering trades
Manufacturing and processing
Architecture and building
Personal services
applied services are available
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Applied services
Tripartite board
Knowledge center
Program development
Exam bureau
Training centers
Career guidance and counseling
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An periodical and living process
Labour Market Analyses
Skill Needs Analyses
Occupational Standards
Educational Standards
Feed Back
Educational Programming
Curricula development
Module development
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Structure for VET Services

• Broad fields,
• Fields of education,
• Fields of training,
• Programs,
• Modules.

• Sector
• Company
• Department
• Occupation
• Skilled labour

The structure is based on the so-called Internatio
nal Standard Classification of Education
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Fields of Education for the Projects Attention

• Engineering and engineering trades
• (ISCED 52)
• Manufacturing and processing
• (ISCED 54)
• Architecture and building
• (ISCED 58)
• Personal services
• (ISCED 81)

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Training fields in siteEngineering and
engineering trades (ISCED 52)

• Mechanics and metal work
• (ISCED 512),
• Electrics, electronics and automation
• (ISCED 523),
• Motor vehicles, ships and aircraft
• (ISCED 525),

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Manufacturing and processing (ISCED 54)

• Food processing
• (ISCED 541),
• Textiles, clothes, footwear and leather
• (ISCED 542).

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Architecture and building (ISCED 58)

• Building and civil engineering
• (ISCED 582).

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Personal services (ISCED 81)

• Hotel restaurant and catering
• (ISCED 811),
• Travel, tourism and leisure
• (ISCED 812).