Transcript Beyond the limits of Lisbon strategy

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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
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• 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 gap
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Between commitments and concrete
actions there is an implementation
gap
and 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
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• 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 tools
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• 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 tools
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• 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
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Looking 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
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• 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 increasing
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• 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 all
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• 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
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• 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
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• 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
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77 million low-skilled workers
and by 2020 more than one fifth of the
population aged between 25 and 35 will be
illiterate
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Towards European cohesion
or learning competition?
The differences among regions are
heavier than among States
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Lifelong learning: Major
distances among Regions
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Countri Region with higher performance Region with lower performance
es
AT
Wien
15,1 Burgenland
10,8
BE
10,4 Hainaut
3,7
CZ
Région de BruxellesCapitale
Praha
9,7
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
Moravskoslezsko
10,4
Distances among Regions
8,1
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IE
Southern and Eastern
Border, Midland and Western
6,2
IT
Provincia Autonoma Trento 9,6
Sicilia
4,9
NL
Groningen
18,7 Zeeland
PL
Mazowieckie
8,3
Łódzkie
3,5
PT
Centro
5,6
Alentejo
3,5
RO
Bucureşti – Ilfov
1,7
Sud-Est/Sud – Muntenia/SudVest 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
0,7
Manisa
14,6
European cohesion regarding the
targets for 2020 depends on the
policies adopted on the regional level
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A.
B.
C.
D.
Lifelong learning participation
expectancy in E Regions (nuts)
Once each 3 months
Once each year
Once each 2 years
Once each 10 years
Who act ?
Who finances adult
education
Weight
• State
16
• Firms
30
• Individuals
28
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Main Trends in public policies
Key policy fields
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Political/institutional
framework
Evaluation and
monitoring
Didactical
design
Integrative strategic
approach
Structuraland
organisational
components
The small reform wave
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New relation with Labor
New Organisation
• Employees and
unemployed as priority
• Direct Commitment of
employers
• New curricola labor
oriented (not just
professionalisation)
• Decentralization
• Autonomy of learning
centers
(public and private)
• Centralization of
standardization and
quality control
Teacher/Trainers
education and training
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“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?
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Attitudes in Europe
threatening the Competence Supply
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Supply development indicator
-2
Extremely negative
-3
USA
Japan
Very negative
Sweden
-1
United
Kingdom
Negative
Germany
0
France
Insignificant
Italy
1
Netherlands
Positive
Belgium
2
Ireland
Very positive
Poland
3
Europe
Extremely positive
Finland
Indicating trends in the supply of hum an resources in MST
(accounting for demography, educational attainment and choice of MST education)
How to handle Competence Questions in a Labour Market crisis?, VCC Human Resources, Geoff
Glover, gglover1
Källa: ERT