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.
Skills panorama
(look at the picture for link).
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.fionda@ec.europe.eu (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]
ESCO skills taxonomy will be released as update
in 2021.
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?]
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]
