Enjoy Grundtvig 10 times! Beyond the limits of Lisbon strategy: overcoming the mismatch among...

Enjoy Grundtvig 10 times!

Beyond the limits of Lisbon strategy: overcoming the

mismatch among commitments and concrete actions

Beyond the limits of Lisbon strategy: overcoming the

mismatch among commitments and concrete actions

Prof.univ.dr. Paolo Federighi, University of Florence


The evaluation of Lisbon Strategy

The evaluation of Lisbon Strategy

• With the conclusions of the Lisbon Strategy evaluation documents published by the Commission on 2nd February 2010, the Commission recognises that the Lisbon Strategy did not have the necessary tools for dealing with some of the causes of the crisis.


The gapThe gap

Between commitments and concrete actions there is an implementation gapand it points out how the involvement of regional, local and social partners was less significant than what was due.


Some positive outcomes produced by EU

Some positive outcomes produced by EU

• Trough ESF (and some other Funds) promotion of a public policy in the field of workers education (employed and unemployed): inclusive labor market and social cohesion, flexicurity and adaptation/employability and welfare based on labor

• Mobility to learn and work abroad


Methodological toolsMethodological tools

• Some kind of convergence through the Open Method of Coordination and Benchmarking exercise among states and Regions (SMOC)

• Producing policy learning but also policy transfer?


Soft methodological toolsSoft methodological tools

• EQF etc.

• Which strategy meaning is to produce a process of dialogue and convergence among national systems of qualification (facilitating the internal workers mobility)

• Which characteristic is to be placed far away from measurable results and zero cost


Looking to some factsLooking to some facts

2008 joint progress report of the Council and the Commission on the implementation of the

‘Education and Training 2010’ work programme — ‘Delivering lifelong learning for

knowledge, creativity and innovation’

(2008/C 86/01)


The report to the Council:public expenditure decrease

The report to the Council:public expenditure decrease

• Positive trends in public spending on education between 2000 and 2003 seem to have come to a halt in 2004.

• Total public expenditure on education as a percentage of GDP increased in the EU between 2000 (4,7 %) and 2003 (5,2 %), but then decreased to 5,1 % in 2004.


Differences are increasingDifferences are increasing

• Levels of expenditure continue to show huge variations between countries (between 3,3 % of GDP in Romania and 8,5 % in Denmark). Private expenditure on educational institutions as a percentage of GDP has increased slightly since 2000 but progress slowed down in 2004


Basic skills for allBasic skills for all

• Early school leavers: every sixth young person (15,3 %) aged 18 to 24 in EU-27 still leaves school with no more than lower secondary education and does not participate in any kind of education or training after this. Progress must be faster to attain the EU benchmark of 10 % by 2010.


Low performances of systems

Low performances of systems

• In the case of upper secondary attainment, there has been slow but steady progress. It has picked up slightly, but is not sufficient to achieve the 2010 objective (at least 85 % of 22-year-olds to complete at least upper secondary education).

• While the EU benchmark is to reduce by 20 % the percentage of low-achieving 15-years olds in reading literacy in the EU by 2010 when compared to 2000, this share has actually increased between 2000 and 2006


Adult participation in lifelong learning

Adult participation in lifelong learning

• Progress towards the EU benchmark (12,5 %) was broadly on track until 2005. In 2006, however, an average of 9,6 % of Europeans aged 25-64 were participating in education and training activities, which is slightly less than in 2005. The overall figure hides an important imbalance: adults with a high level of education are more than six times as likely to participate in lifelong learning as the low skilled.


Social cohesion and adult education

Social cohesion and adult education

77 million low-skilled workers

and by 2020 more than one fifth of the population aged between 25 and 35 will be illiterate


Towards European cohesion or learning competition?

Towards European cohesion or learning competition?

The differences among regions are heavier than among States


Lifelong learning: Major distances among Regions

Lifelong learning: Major distances among Regions

Countries

Region with higher performance Region with lower performance

AT Wien 15,1 Burgenland 10,8

BE Région de Bruxelles-Capitale

10,4 Hainaut 3,7

CZ Praha 9,7 Moravskoslezsko 4,3

DE Berlin 10,7 Chemnitz 5,7

DK Hovedstaden 33,2 Nordjylland 26,4

ES Comunidad Foral de Navarra 13,3 Cantabria 7,6

FI Etelä-Suomi 24,9 Åland 20

FR Bretagne 9,2 Poitou-Charentes 5,9

GR Attiki and Kentriki Makedonia 2,7 Peloponnisos 1

HR Sjeverozapadna Hrvatska 3 Jadranska Hrvatska 1,8

HU Közép-Magyarország 5,4 Nyugat-Dunántúl 2,5

UK Inner London 26,2 Northern Ireland 10,4


Distances among RegionsDistances among Regions

IE Southern and Eastern 8,1 Border, Midland and Western 6,2

IT Provincia Autonoma Trento

9,6 Sicilia 4,9

NL Groningen 18,7 Zeeland 14,6

PL Mazowieckie 8,3 Łódzkie 3,5

PT Centro 5,6 Alentejo 3,5

RO Bucureşti – Ilfov 1,7 Sud-Est/Sud – Muntenia/Sud-Vest Oltenia

1,1

SE Småland med öarna 34 Sydsverige 29,8

SL Zahodna Slovenija 16,2 Vzhodna Slovenija 13,3

SK Bratislavský kraj 12,7 Východné Slovensko 1,8

TR Antalya 2,6 Manisa 0,7


European cohesion regarding the targets for 2020 depends on the

policies adopted on the regional level

European cohesion regarding the targets for 2020 depends on the

policies adopted on the regional level

Lifelong learning participation

expectancy in E Regions (nuts)

A.Once each 3 months

B.Once each year

C.Once each 2 years

D.Once each 10 years


Who act ?Who act ?

Who finances adult education

• State

• Firms

• Individuals

Weight

16

30

28


Main Trends in public policiesMain Trends in public policies


Key policy fieldsKey policy fields


The small reform waveThe small reform wave

New relation with Labor

• Employees and unemployed as priority

• Direct Commitment of employers

• New curricola labor oriented (not just professionalisation)

New Organisation

• Decentralization• Autonomy of learning

centers (public and private)

• Centralization of standardization and quality control


Teacher/Trainers education and training

Teacher/Trainers education and training

“current systems of teacher education and training often fail to give teachers the training they need.

This is particularly so for continuing teacher training and professional development.

In-service training for teachers is compulsory in eleven Member States”.


Educators as Brueghel dentists?

Educators as Brueghel dentists?


Supply development indicatorIndicating trends in the supply of human resources in MST

(accounting for demography, educational attainment and choice of MST education)

US

A

Ja

pa

n

Sw

ed

en

Un

ite

dK

ing

do

m

Ge

rma

ny

Fra

nc

eIta

ly

Ne

the

rla

nd

s

Be

lgiu

m

Ire

lan

d

Po

lan

d

Fin

lan

d

Eu

rop

e

-3

-2

-1

0

1

2

3Extremely positive

Very positive

Positive

Insignif icant

Negative

Very negative

Extremely negative

Attitudes in Europe threatening the Competence Supply

Källa: ERT

How to handle Competence Questions in a Labour Market crisis?, VCC Human Resources, Geoff Glover, gglover1

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