European social partners evaluate lifelong learning over four years

The evaluation report of the European social partners on lifelong learning highlights the achievements and contribution of the framework of actions for the lifelong development of competencies and qualifications.

On 18–19 May 2006 – on the eve of the Education, Youth Affairs and Culture Council – the cross-sector European-level social partners presented their joint evaluation report (585Kb PDF) on the framework of actions for the lifelong development of competencies and qualifications in Europe. The organisations involved were the European Trade Union Confederation (ETUC), the Union of Industrial and Employers’ Confederations of Europe (UNICE) the European Association of Craft, Small and Medium-Sized Enterprises (UEAPME), and the European Centre of Enterprises with Public Participation and of Enterprises of General Economic Interest (CEEP).

The report reflects four years of experience in the context of the European social partners’ framework of actions (80Kb PDF), agreed in 2002 (EU0204210F). The 2002 initiative represented the first framework of actions ever adopted and was implemented as a ‘non-regulatory’ agreement on lifelong learning.

Evaluation report 2006

The European social partners jointly monitored progress in lifelong learning in their annual reports in 2003 (317Kb PDF) (EU0306205F), 2004 (483Kb PDF) and 2005 (538Kb PDF), highlighting the most significant actions taken.

At European level, actions primarily involved disseminating the framework of actions, giving special attention to fully involving social partners from the new Member States.

The evaluation report considers the efforts over the four-year period to be very successful and highlights in particular the following achievements:

• the reference in European sectoral social dialogue to the framework of actions with regard to initiatives at sectoral level;

• the success in influencing policy developments at European level, especially the content of the Maastricht Communiqué (37Kb PDF), adopted in 2004, which established the roadmap for vocational education and training policies;

• the increased interest in the social partners’ work on competence development;

• the inclusion in the 2005 follow-up report of social partner contributions from nine out of the 10 new Member States.

The report is mainly based on national evaluation reports jointly drawn up by the national social partners. It analyses the impact of more than 350 selected significant initiatives, of which 70 refer to examples of company good practice and 280 pertain to actions at sectoral or national level.

Four priority areas

The report analyses the four priority areas of action for the national social partners, which are highlighted in the framework of actions.

1. Initiatives in relation to the first priority – aimed at identifying and anticipating the need for competencies and qualifications – include:

• the development of different tools targeted at the individual need for competencies and qualifications;

• involvement in the overall analysis of competence needs and the development of qualifications at national or sectoral level on a bipartite or tripartite basis;

• working in partnership with education and training institutions and public authorities, and taking specific actions to tailor education and training systems to labour market needs.

2. The second priority is the recognition and validation of competencies and qualifications. It covers:

• initiatives aimed at promoting the establishment of means of recognition and validation;

• participating in national qualifications authorities/councils to influence national policies on the validation of competencies;

• initiatives to enable adults without basic qualifications to enter into the qualification system;

• engaging in discussions on national qualification frameworks.

3. Regarding the third priority action, the national social partners aimed to tailor information and guidance appropriately, and to ensure access to such information.

4. The fourth priority – mobilising resources and, in particular, financing lifelong competence development – are a constant concern of the national social partners. Actions under this priority were evaluated as being less successful than the other areas.

Impact of the framework of actions

The report affirms that the framework of actions has established an impetus for change, has supported already existing social partner actions, and has helped to achieve concrete actions to promote lifelong competence development in all Member States.

A key aim of the initiatives is to better tailor education and training to labour market needs, in terms of improving both worker employability and company competitiveness. The initiatives have enhanced the perception of competence development as a shared interest for employers and employees, and have assisted in finding solutions for modernising education and training systems. Furthermore, in most countries, they have led to an increased understanding and better cooperation between social partners, as well as a sense of shared responsibility.

The European social partners conclude that the four priorities identified in 2002 remain valid and are essential building blocks for improving the functioning of Europe’s labour markets. The social partners reaffirm the need to continue their work on the lifelong development of competencies and qualifications.

Commentary

The European social partners are committed to coordinating their actions in the field of lifelong learning, as demonstrated in three annual reports and in the evaluation report. Lifelong learning is one of the key issues of the Work programme of the European social partners 2006–2008 (67Kb PDF) (EU0605019I). This underlines the efforts of the social partners to influence European policy and make a joint contribution to fostering lifelong learning in the context of the Lisbon strategy. Also important is the impact of intensifying and improving industrial relations at national, sectoral and company level.

Anni Weiler, AWWW GmbH ArbeitsWelt – Working World