Live blognotes MATES workshop on future skills education needed
This blog post refers to the future of education. In the near future (now actually) we need to set up professional learning that addresses the skills needs that emerge from the innovation-driven transition affecting different jobs. As a result, learning becomes effectively lifelong learning, and it becomes mandatory, as many jobs change constantly. This means universities must make their curriculum more dynamic in roll-out to cater to immediate demands, or ensure professional long learning.
In this workshop, the European skills gap address is sketched. The field is specifically shipbuilding, but the notes I took are related to something that all educators interested in a pan-university or pan-training-organizational might find useful.
Everything between square brackets refer to my own ideas or questions [ ]
Julie Fionda Deputy Head of Unit Skills and Qualifications (DG Employment EC)
Great quote by Margaret Mead (Yeah!) We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools …”
- A future of transitions
- Changing jobs more frequently
- Content of
work changing faster (by 2022 54% of the
existing workforce will need up/reskilling (Davos world economic forum)
- Changing tasks more than redundant jobs ‘cobotisation’ (2022 machines/algorithms 42% humans 58 percent, huge shift (now 17%)
Which skills and where: diverse skills across Europe.
Cross cutting messages: digital skills (90% of all jobs now require some digital skills, including manual jobs), knowledge becomes less important (but navigating and applying the knowledge is increasingly more important than the knowledge itself)
Problem solving and critical thinking become more important (for themselves and as co-workers)
STEM disciplines are necessary, but the creatives are needed to say what the engines must do in terms of feelings, ethics, …
Sector specific skills: skills intelligence is often quite poor at individual level. Very important decisions are made on patchy information and pre-conceptions, that is why skills intelligence is one of the pillars in Europe.
Skills agenda in Europe high priority.
[skills intelligence: graduate tracking – blockchain certification from a learner , predicting future skills based on AI]
Education training systems need time to get people certified and credited, yet there is an immediate need to provide people with specific skills now. This also means we need to look at skills across the board (transparency across all levels, European, national and regional level)
Sectorial skills – European projects (Wave 1 – 2017, Wave 2 – 2018, Wave 3 – 2019)
Europass (certification ! informal and formal !): a suite of documents and services to improve transparency of skills. Over 130 million Europass CVs filled in (2005 – 2018), this will be renewed and testing it from June onward [ask Inge!]. The new Europass: web-based documentation tools, fact-based trends
More information on trends in your sector, connecting with learning opportunities, signposting for recognition of credentials, making it easier to identify the right candidates (to understand their qualifications, to trust their documentation is genuine and to have them find you).
Big data analysis of skills needs (roll out by 2020): Tens of millions of online vacancies, what are the skills sets they require, how does this vary across Europe, what trends can we see, first data March 2019, CEDEFOP expertise.
Graduate tracking: question on whether also tracking for informal learning after graduation (professional learning). Yes, this is done by Europass and it would be a service offered by Europass that can be embedded in a project so that both formal and informal certification can be validated by all and kept and/or provided by learner themselves. The Europass solution would be rolled out and available by 2020. Would be vocational tracking as well as university-related tracking, but admittedly the vocational tracking is more of a challenge.
Brain drain, movement of skilled labour in Europe, where are people going, where from, challenges and successes, independent study and mutual learning [here informal certification]
Transparency and recognition of qualifications: European Qualifications Framework (EQF), credentials, and international qualifications, blueprint qualifications, digitally signed credentials.
Looking for implementable projects and that it makes an impact on a strategic level.
Find out more: Julie.email@example.com (and see picture with links )
Qualifications across nations/continents.
[our InnoEnergy skills3.0 bottom up approach, starting from the sector reports provides a more realistic market realistic overview of the skills needed]
Lucia Fraga Lago presents MATES findings (16 months of work)
Objectives: digital skills, green skills, 21st century skills, gender balance, VET standards and governance, ocean literacy. Transversal skills like these gain importance.
Project structure is iterative, currently in planning phase: stakeholder mobilization, baseline report on current skills gaps, analysis fo paradigm shifters, lines of action.
http://whowhomates.com for full report 176 experts and stakeholders commit to contributing to the strategy, organized in 8 thematic groups.
Input sources: 242 publications and 149 projects bibliographic, state of the art compilation, 2 rounds of regional stakeholder workshops [did MATES use AI for this]
Methods: description of current status in both sectors, value chain approach, mapping of relevant occupational profiles (based on ESCO), mapping of relevant Education and training programs across Europe, and identification of gaps in Education and training programs and skills shortages.
General challenges: aging workforce, young people not interested in the industrial maritime sectors, women are under-represented, and there aer few gender statistical data.
Mapping of occupational profiles (those that are very directly related to this field – shipbuilding). 35 primary (e.g. metal workers, welders, machinists…), and 25 supporting occupation profiles (e.g. civil engineer).
Relevant education and training programs across Europe (450 programs found) few programs directly targeted at shipbuilding industry, majority are VET programs addressing first phases of specialization only (mainly metalworking), few training schemes provide specific apprenticeships like advanced welding etc. , only 17% of the programs are English or bilingual and mainly higher education programs.
Skills shortages: specific technical gaps is highest, but also in language skills, health and safety.
[question: 450 programs found, but how do you solve the personal need of each worker, and how do you connect it to different parts of these programs?]
Info: firstname.lastname@example.org Lucia Fraga @erasmusMATES
On my question regarding: “who does a mix-and-match of existing programs and courses to the skills needs that are situated? Response of MATES and University of Amsterdam: multidisciplinary, dynamic curriculum development, multi-disciplinary curriculum building, more modulated, blended in terms of in-classroom teaching and on-site training. The MATES Lucia Fraga: we are going to tackle this step by step [so Skills3.0 project of EIT InnoEnergy might be leading in this]