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Patrick Werquin reports back from the:
Meeting organised by the “Keeping On Track” project consortium: Loosing out in the employment race, Prague 4-5 June 2009
I travelled to Prague on the 4-5 June 2009, to participate in the Conference organised by the Steering Committee of the Keeping on Track (KOT) project consortium, to give a keynote speech on recognition of non-formal and informal learning. The precise title of the conference was European conference on Lifelong Learning and employability: Keeping on Track – upgrading the skills of older workers, migrants and women working in the healthcare, service and social sectors in Europe. The conference was held within the framework of the European project “Keeping on Track” (EU Lifelong Learning Programme (LLP), Key Activity 4) and as part of the Czech Presidency of the EU.
By way of background to the conference, the KOT group provided the following: since 2002, there has been progress on several issues set out in the Lisbon Agenda in 2000 although some things have proven a real challenge. Despite substantial progress, the vision of a Europe with highly‐skilled people, a flexible and adaptable workforce with a high degree of social inclusion, is far from reality. While technological change and innovation has raised demand for higher‐skilled people across all occupations, demographic change in Europe raises concern. These changes can be expected to have profound effects on education and the labour market. Thus, around 2009, there will be fewer 15 to 24 year olds than those aged 55 to 64 in Europe. Labour markets will thus have to rely increasingly on older workers, migrants and women returning to work. More people from a wider range of groups will also need to participate in education and training. This also means matching skills demand and supply more accurately. The number of low‐skilled people in Europe is high; around 30% of the working age population in Europe has a qualification below upper secondary level. Low‐skilled people have fewer opportunities to participate in further learning which means that up‐skilling and targeted measures are needed. Learners from migrant backgrounds are also more likely than their native peers to leave education and training without the necessary skills for successful transition into the labour market. Shrinking younger age cohorts requires developing the skills and competences of older workers to improve their employability and counteract their discrimination on the labour market, which many experience as early as from 40 to 45. To avoid wasting people’s talents and ensure skilled migrants are adequately integrated into the labour market, it is necessary to validate and recognise their skills.
This is why, the KOT consortium believes recognition of non-formal and informal learning should be part of the solution for meeting the objectives of the Lisbon Agenda, especially in terms of certifications and [visible] qualifications. My presentation tried to address issues in line with the current debates. I presented: the context, the definitions of non-formal and informal learning and of recognition, the rationale for organising recognition of non-formal and informal learning, some country practice, the potential barriers, the issue of cost and benefits. It gave an overview of what countries are doing and suggested some ways forward.
Twelve LLP National Agencies and the Nordic Adult Network of the Nordic Council are partners in this project. The partners have collected project results funded in 2000‐2007 from the Grundtvig and Leonardo programme, and the European Social Fund. These are currently being analysed by independent experts. Based on the results of the analysis, between 20‐30 projects will be selected as “best practice” projects and disseminated on the project website, www.keepingontrack.net. In addition 5‐8 interactive “case studies” of projects will be promoted in all 31 European countries as examples of project outcomes that should be used for multiplication for new or same target groups and sectors in new European countries, and/or mainstreaming into national and European education systems.
The conference I attended offered a “marketplace” of best practice projects. It also set the context for follow‐up seminars in 12 European countries to be held in Fall 2009. Foreseen outcomes are recommendations to policy‐makers and a conference report that will be disseminated in 31 European countries.
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