Dealing with Training and Education at European level The industriAll Europe approach

1. Dealingwith Training and Education at European level The industriAll Europe approach

2. Training and Education • A TU priority at national and European level • Notan EU competence but key area for cooperation between Member States • A central issue in the current EU debate (Europe 2020, flagship policies on skills, industrial policy) • A central topic for sectoral social dialogue • Strategic re-orientation at European level “Rethinking Education” Communication

3. Training and Education: a long standing TU priority • Training andespecially LLL are essentialto: • Promote personal development • Enhance professional mobilityand employability • They are alsokeyto: • Promoteinnovation • Maintainandincreasecompetitiveness

4. Training and continuous training: trade union priorities • Access to training for all workers (individual right to training = common industriAll Europe demand) • Training should lead to a validation and recognition of skills and competences • Vocational training: cost free for employee • anticipation of skills needs, support and guidance

5. Training and Education at EU level • Importance of T&E is increasingly underlined in different EU polices (growth and competitiveness, employment, industrial and sector policies) • Objective: • to deal with skills mismatches/shortages, geographical imbalances (brain drain), youth unemployment, lack of competitiveness • Through: • Improving and upgrading skills, anticipating and matching skills needs • EU initiatives such as SSCs, quality framework for Traineeships, European Alliance for apprenticeships, ESCO….

6. Training and Education and Sectoral Social Dialogue • Training, especially LLL/VET, skills and competences are core issues for sectoral social dialogue activities • Impossible to decouple VET from labour market needs • (sectoral) social partners are closest to labour market needs

7. Framework of Actions: Competencies, qualifications and anticipation of change in the European electricity sector • Actvities of SSDC Electricity have focused on anticipation of change and just transition principles • Transition towards a low-carbon economy implies a complete transformation of the electricity sector and thus, skills and jobs needs • Social dialogue has a key role to play in allowing for a smooth transition

8. In 2010 SSDC Electricity looked into employment effects of European energy and climatepolicies • Provides the base for further work on just transitionprinciplesand anticipation of skills needs in thesector ConcludingwithrecommendationsforSocial Partners

9. ….Recommendations to Social Partners • Tackletheageprofile of thesectortoensure a sustainable mix of skillsandcompetencestomeetfutureneeds • Developanticipatorymechanisms • Establish a culture of lifelonglearning in theworkplace • Improveinternalmobility of labour • Increasetheparticipation of femaleworkers • Work withpublicauthorities • Improvesocialdialogue on thesubject of climatechange

10. Framework of Actions: Competencies, qualifications and anticipation of change • CommitsEuropean Social Partners andtheir national memberstoaddressthesubjecton national, sectoralorcompanylevel • National members will report back tothe SSDC annually on thediscussionsandactivitiesatvariouslevels • Concretecommitments on • Anticipation of change in view of theimpactthatthetransitionto a low-carboneconomy will have on thesectorandemployment • Mainstreaming of equality: equalpossibilitiesfortrainingandequalrecognition of gainedqualifications (Social Partners‘ Toolkit on EqualOpportunitiesandDieversity, 2006) • Ensuringthatyoungworkers enter thesectorandretrainingolderworkers: 10 Step Plan on promotingagediversityandagemanagementstrategies (Social Partners‘ Toolkit on Demographic Change 2008)

11. Framework Agreement on Education, Training and Lifelong Learning in the SD Chemical Sector • Definition of minimum core competences: European reference for the occupations of Process Operator and First Line Supervisor in European Chemical Industry • including short job descriptions for each role as national terminology may vary (Appendices A and B) • These include: •  The description of key tasks and responsibilities. •  The competence areas identified and required competencies for the occupations, recognisable for the chemical industry. • .

12. Aims of the binding agreement • equal quality and value of education and training for employability and mobility in the European chemical industry / facilitating their transferability; • benchmarks for national qualifications, national VET programs and companies for their human resources development • active support of the Social Partners in adapting and modernising VET systems at European and national levels and in-company training and lifelong learning; • to further encourage dialogue between employers and workers in the field of job design and development.

13. TU assessment of the outcome • Quality of the Agreement: • Initial expectations = bindingagreement with a European certificate/diploma ≠ were not met • End result = frameworkagreement with a « transferability » clause = however satisfactory • Follow up of theimplementation also byworkingtowardstheestablishment of a Sector Skills Council

16. Setting up a European Skills Council for the Chemical Industry • Skills are high on the EU political agenda • Linking the world of educationwith the labour market • Europe 2020 strategy to create European Sector Skills Councils (ESSC) • On 7 December 2012 the “European Skills Panorama” was officiallylaunched

17. A European Skills Council = • A network of experts on skills anticipation • to useexistingnetworks at national level to createlabour market and skills intelligence at EU level

18. Arguments in favour of setting up a ESSC • improve the image and enhance the attractiveness of the chemical industry • allow for more transparency and mobility on the labour market • laying emphasis on a high-level skills management. • improve the communication between the industry and the world of vocational education and training (VET)

19. Arguments in favour of setting up a ESSC • sectors and VET institutions could learn from each other • give more visibility for ECEG and industriAll Europe • strengthen the relationship between the social partners and vis-à-vis the EU • Focus on high-level competences • The EESC will be a tool for the SSDC in the chemical industry • pioneer role of the chemical industry