Le rôle du capital humain : éléments clés pour le développement régional innovant / The role of human capital : key elements for innovative regional development Ms. Siria TAURELLI, Senior Specialist in Vocational and Education Training Policies and Systems, European Training Foundation Séminaire sur la Stratégie de Spécialisation Intelligente / S3 organisé par l'ANPR avec le support de l'UE les 17 et 18 mai 2016 à Hammamet.

1. TAIEX Workshop on Smart Specialisation
17-18 May 2016
Human Capital in Innovative Regional
Development
Siria Taurelli, ETF
VET Governance project leader

2. Presentation outline
ETF - who we are
Integrating skills in the regional development agenda
Smart territorial development: entrepreneurial continuum
embedding human capital in integrated strategies (holistic policies)
multilevel governance
Foresight, anticipation, entrepreneurial discovery
Examples from the experience

3. • VISION
To make Vocational Education and Training (VET) in the partner countries a driver
for lifelong learning and sustainable development, with a special focus on
competitiveness and social cohesion
• MISSION
To help transition and developing countries to harness the potential of their
human capital through the reform of education, training and labour market
systems in the context of the EU’s external relations policy
3
ETF: Agency of the European Union

4. 4
Candidate countries:
Albania, Former Yugoslav
Republic of Macedonia,
Montenegro, Serbia, Turkey
Central Asia:
Kazakhstan, Kyrgyzstan,
Tajikistan, Turkmenistan,
Uzbekistan
Eastern Partnership :
Armenia, Azerbaijan, Belarus,
Georgia, Republic of Moldova,
Ukraine and Russia
Southern and Eastern
Mediterranean:
Algeria, Egypt, Jordan,
Lebanon, Libya, Morocco,
Palestine, Tunisia and Israel
Potential candidate
countries:
Bosnia and
Herzegovina, Kosovo
(UNSCR 1244/1999)
Russia

5. 5
HUMAN CAPITAL: SKILLS AND VET
Human Capital: avoiding plethora
of related terms
Forward looking VET to
anticipate the LIFELONG
BLEND of skills, knowledge
and competences
FOCUS ON A BLEND OF SKILLS, KNOWLEDGE
AND COMPETENCES, THAT ALL LEARNERS
SHOULD HAVE TO ENABLE THEM TO
DEVELOP AS PERSONALITIES, PERFORM IN
THE WORKPLACE AND STAY EMPLOYABLE
IN THE WORKPLACE,
human capital
contributes to the
ORGANISATION’S
INTELLECTUAL CAPITAL

6. WHAT FOR?
 … FOR SOCIAL INCLUSION
 … FOR ECONOMIC
GROWTH/COMPETITIVENESS
 … FOR TERRITORIAL COHESION
 … FOR LIFE / CITIZENSHIP ,
respecting the society values like
human dignity, diversity of
opinions, women and ethnic
minority rights, right of association
 … FOR SUSTAINBLE DEVELOPMENT
How?
 How can we match with today’s
needs?
 How can we anticipate future
needs of human capital?
 How do we best use the human
capital?
6
Blend of Skills…Human capital: what for and how?

8. • Regional development at the core of public policies
• Uneven development within countries
• Regional and local level basis for competitiveness and social cohesion
• Human capital key asset for regional and local socio-economic
development
• Human capital and skills policies that combine national and
regional, local, dimension are more effective
8
PUTTING HUMAN CAPITAL IN THE REGIONAL
DEVELOPMENT AGENDA

9. • SIMILARLY TO HIGHER EDUCATION, VET AND SKILLS IN:
Innovation, technological and non-technological
Business start-ups
SMEs development
Implementing and manufacturing innovative products
• VET AND SKILLS THROUGH:
Innovative pedagogy
Cooperation with local business environment
Evidence of needs
9
PARTNER INNOVATION AND SKILLS FOR
SMART REGIONAL DEVELOPMENT

10. • Analysis and monitoring of local labour market in terms of jobs
and skills
• Curriculum development and adaptation to meet local labour
market needs
• Information, orientation, career guidance for learners,
unemployed and employed people
• Sustain SME creation and growth
• School and local business cooperation for employability
10
VET FUNCTIONS AT REGIONAL OR LOCAL
LEVEL

11. 11
ASSESSING, ANTICIPATINGAND RESPONDING TO CHANGING SKILL NEEDS IN THE WB COUNTRIES
(2015)
Employer organisationsVET providers
Trade unions
Individual employers
General education providers
Professional associations
Skills councils
National administrative level
Regional administrative
level
Sub-regional administrative
level
0%
25%
50%
75%
100%
0% 25% 50% 75% 100%
Toelaboratepolicyresponce
For discussing on findings
Level of involvement of different actors
(answers provided by MoE and MoL) Level of different actors’
involvement in analysing and
defining policy responses to
emerging skill needs (i.e. results of
skill needs’ identification exercises)
 ENHANCE COOPERATION AND
CAPACITY TO DEFINE POLICY
RESPONSES AT LOCAL AND
REGIONAL LEVEL
 MORE INVOLVEMENT OF RELEVANT
ACTORS (I.E. SKILLS COUNCILS)

12. The ETF response

13. • Integrated territorial development that
• embeds human capital
• builds on social capital
• discovers and builds on their innovation potential
• Are part of the entrepreneurial continuum
• Go hand in hand with multilevel governance
13
ETF RESPONSE: SMART TERRITORIES

14.  Defines institutional arrangements for shared responsibility
and coordinated action of the eco-system actors
 Concerns both state and non-state (e.g. social partners, non-
governmental and community-based organisations) actors
 A dynamic process and a functional approach, rather than
a model
 EU principle for effective delivery of public policies
 Characteristics : horizontal and vertical dimensions
GOOD MULTILEVEL GOVERNANCE

15. 15
Skills / human capital GOVERNANCE SHOULD BE……..
GOOD
PARTCIPATORY
ANTICIPATORY
TRANSPARENT
INCLUSIVE
Part of the Entrepreneurial continuum
MULTILEVEL

16. NATIONAL LEVEL (Parliaments,
Ministers, Inter-ministerial
bodies-National executive and
professional Agencies, RD&I
bodies, socio-economic actors
(employer and union
associations, chambers, NGOs,
etc.)
TERRITORIAL LEVEL
(Regional and local authorities, executive
agencies, de-concentrated/decentralised
entities of national and sectoral bodies,
regional local socio-economic actors,
social partner, chambers, NGOs, CBOs)
SCHOOLS UNIVERSITIES
State and non state actors : COMPANIES
TRAINING CENTRES
VERTICAL DIMENSION
(coordinating tiers)
HORIZONTAL DIMENSION
(coordinating actors)
NON-STATE
ACTORS
STATE
ACTORS
LEVELS/ACTORS

17. • Territorial development in Tunisia since 2011:
-Médenine
-Gabès
• GEMM
• FRAME
• VET regionalisation in Ukraine
• Social partnership in Morocco, Republic of Moldova, Turkey
• Torino Process since 2010
CONSOLIDATED EXPERIENCE AND LESSONS
LEARNED

18. To ensure that: national and local level both open to share tasks
and responsibility; capacity to do so.
• Stakeholders jointly assess existing governance settings
• Consolidating regional platforms for dialogue and coordination on
human capital
• Evidence-based analysis to understand skill-related constraints
for regional development
• Local public-private partnership on concrete, innovative actions
to address skills constraints
• Institutional strengthening in the medium to long-term
VET REGIONALISATION IN TUNISIA

19. Anticipation of economic and social development
needs (anticipate the demand of skills) based on
IDENTIFICATION OF EMERGING GLOBAL TRENDS
COOPERATION with RESEARCH, DEVELOPMENT AND
INNOVATION in SKILLS ANTICIPATION and MATCHING is
essential!
Entrepreneurial Discovery as continous process,
adds

20. ENTREPRENEURIAL CONTINUUM :
•Entrepreneurial Public Policies
•Entrepreneurial Institutions
Entrepreneurial Governance
•Entrepreneurial Communities
Smart Territories
•Entrepreneurial People
through Entrepreneurial discovery processes

21. ?
??
TheETF’sTorinoprocess
2
1
A. VISION AND STRATEGY
• Vision for the VET system
• Capacity for innovation and change
• Drivers for innovation and change
B. ADDRESSING ECONOMIC AND LABOUR
MARKET DEMAND
• Factors shaping demand for skills
• Mechanisms for identifying
demand and matching skills
• VET system influence on demand
C. ADDRESSING SOCIAL AND INCLUSION
DEMAND
• Factors shaping demand for VET
• Delivering to individual learners
• Delivering to societal needs
D. INTERNAL EFFICIENCY OF THE VET
SYSTEMS
• Quality assurance
• Policies for VET trainers
and directors
• Teaching and learning
• Efficiency gains and losses
E. GOVERNANCE AND POLICY
PRACTICES
• Basic map of entities involved in
VET at national, regional, and
provider level
• Governance and practices in the
areas covered in Sections A–D

22. 22
ETFRAME approach
A review focussed on both policy
planning as well as policy delivery
needs for implementing the Skills
vision
REVIEW OF
INSTITUTIONAL
ARRANGEMENTS
A prioritized capacity
development plan
(milestones) for
institutions in charge
of HCD
FORESIGHT
A future-oriented, participatory,
systematic process in HCD that
draws on knowledge from different
policy areas to interconnect
economy, education, labour
market, social dimension, regional
and territorial aspects
MONITORING
A tool to support policy
makers in assessing
progress towards the
Skills vision 2020
WHY?
 Wide range of actors in HCD
area
 Need for a participatory
approach for the strategic
development of HCD
 Ensure policy coherence and
policy relevance to the emerging
socio-economic challenges
Vision
Priorities
Roadmap
Skills Vision
2020 document

23. 23
Youth unemployment

24. 24
UNEMPLOYMENT BYEDUCATIONAL ATTAINMENT

25. 25
NEETS

26. THANK YOU!
www.etf.europa.eu