EXPERT GROUP ON SKILLS AND CAREER DEVELOPMENT 3rd Meeting - 10 April 2019

The meeting was hosted and chaired by Andreea Strachinescu, Head of Unit A1: Maritime Innovation, Marine Knowledge and Investment, Directorate-General for Maritime Affairs and Fisheries, European Commission.

agenda

1. Welcome and objectives of the meeting

A1 opened the meeting with a tour de table, starting with presenting the new DG MARE HoU and the official in charge of this file and inquiring on the last contribution of each expert in the context of the group; a number of them had to do with the compilation of a relevant publication on best practices in the experts’ areas of work (released last year). A1 highlighted further the need for prior consultation with the EC on the profile of any substitute of an expert, since these were initially selected based on their personal expertise on the issues at hand, to ensure fruitful discussions and concrete input during the meeting. Previous long periods of inactivity would need to be mended too; this being the 3rd (and final) year of the group’s mandate, future consultation of experts on skills issues will be dependent on the results yielded so far and their willingness to contribute; DG MARE will explore best avenues or alternative formats to continue with this work stream and will inform experts accordingly. Finally, A1 requested the group’s final contribution of input and insights as to the improvements necessary in the blue economy skills sector and further ideas for the future of this group, to be used by DG MARE with when drawing up new policy initiatives for the new European Commission.

2. Blue Career Projects 2016: transfer of project results and best practices

A1 introduced the agenda point on the 7 projects that were selected under the EMFF’s 2016 Call for Blue Career projects. Each presentation highlighted in particular major best practices that could serve as a guidance for other similar initiatives and other replicable elements; the barriers to be encountered in transferring their results and the strategies to mitigate them were also presented. All relevant presentations can be found in this link.

Main take-away messages from the ensuing discussion: there is a need to focus more on trainings and courses that provide the vocational and technical skills necessary for a skilful workforce in the blue economy’s various sectors rather than on master’s degrees and upper education (which are more easily available); also, to look more into life-long learning opportunities and development provided by the companies of the sector. The collaboration between universities and industry, like in the form of hybrid lecturers, was hailed as a very good approach. The licencing of professors and the professional recognition of training experience is necessary, as is a continuous collaboration between teachers (scientists) and industry and its support. We must utilise to the maximum the experience of the ageing skilled labour force; and to try and reflect the appeal of new digital skills in the blue economy sector in customised state-of-the-art, smart, digital, technologically superior skill-sets.

The creation of Blue Careers centres to recruit skilled personnel can instigate relevant national strategies and also raise awareness as to the opportunities for careers in the sectors involved –recruitment of talent (or more talent) should be developed locally but could also come from other non-traditional maritime regions, which can provide equally capable, trainable personnel, in need of sustainable work. In this respect, ideas for the establishment and propagation of maritime academies, as spin-offs from some of the projects were highlighted. A call to persuade the industry to consecrate more resources in vocational training to their ultimate benefit was also made. As was the need to well define in advance the actual skill-sets currently missing from the emerging blue economy markets and sectors, at EU level if possible. Finally, it was acknowledged widely by the group that ocean literacy efforts and initiatives in the form of blue schools and maritime education from the early, formative years of one person’s life (early teens) is the ultimate pre-requisite to attract and retain talent and skilled workforce in the blue economy sectors that mostly need it.

3. Blueprint for skills cooperation on maritime technology: the Baseline Document to develop the skills strategy

This agenda point had as a main aim to gather input from the experts to help complete the Baseline document compiled by the MATES project on the mapping of the skills gaps in the 2 identified sectors (shipbuilding and offshore renewables). After the relevant presentation of the main elements of this report, 4 breakout discussion groups were formed to address the questions raised in the relevant discussion document:

A synthesis of the main findings of these 4 breakout tables is summarised as follows:

• On the issue of hyper-specialisation versus multidisciplinarity, some experts pointed out that VET levels (EQF 3-5) should be more multidisciplinary, while higher levels as EQF 6-7 should be more specialised. There is also a need for continuous updating of the contents of specialisation courses and for more adaptable programs. Core modules combined with shorter modules could be the best way to adapt the training curricula in place.
• On the issue of avoiding the continuous creation of new trainings, the experts agreed that apprenticeships and dual learning schemes, combining learning at the training centre with work-based learning would be an asset in this regard. Blended learnings using on-line training methodologies will also facilitate the trainings. An answer to the problem could also be a regional analysis on the industry needs for a particular speciality.
• On the issue of promoting a higher level of experience and specialization in the workforce, it was unanimously agreed that life-long learning will facilitate the continuous upskilling and reskilling of the workforce, while new teaching methodologies will also be essential (like the introduction of the transversal ‘soft/ 21^st century’ skills in the existing training curricula which allows continuous learning and adaptation to changing situations). A radical idea in this respect was to address parents and not young people alone to instil the need for a continuous life-long learning.
• Finally, on the issue of the attractiveness of maritime careers and ocean literacy in general, there is unanimous consent that clear communication of the career paths in the sector is essential, to understand opportunities in the blue sectors but also possible bridges with other sectors. Continuous information campaigns as to the positive aspects of the maritime industry will be an asset, as will be the use of ambassadors to facilitate the approach to the youngsters and their community and make the sector more known.

A general remark was also made on the need for a glossary to clarify the meaning of the terms employed in the Baseline report.

DG EMPL, present at the meeting, highlighted in this respect that:

• For Life-long Learning (LLL): motivation to learn must be instilled in early childhood education, later it is too late. Regarding the existing workforce and because this is a general human trait, they are reluctant towards change and LLL becomes thus more difficult; financial incentives and motivation support from trade unions will thus be needed.
• For the adaptation of curricula: the flexible adaptions of curricula for initial vocational education & training (modular or not) depends on the flexibility of national VET systems (some are more rigid than others). In more rigid systems, lobbying authorities for change will be needed more. It would be then good to have a European-wide sector consensus on modernised or new occupational profiles and related curricula as an argument.
• For the attractiveness of the sector: All sector stakeholders complain that their sectors are not attractive. Is it then just demographic reasons that are in play?

Career guidance (or professional orientation services) can play a role in demonstrating to youngsters (lower secondary) the multiple pathways that exist. The same applies later with vocational graduates (associate technician) or university graduates (engineer). Specialised staff and infrastructure for career guidance services is more appropriate, not necessarily extra-modules in curricula. Career guidance/promotion can also be provided at sectoral level (see as example the centre of excellence in water in Leeuwarden - (https://www.errin.eu/members/watercampus-leeuwarden), which has developed playful “water packages” for primary schools to initiate children to the sector.

4. Future of work: how do the global trends impact employability in the blue economy

Istvan Vanyolos, EC-DG EMPL- B1, presented recent findings in the area of the EU employment strategy, the main trends that drive the employment market nowadays (digitalisation, globalisation, evolution of new forms of work, ageing population, climate change and its repercussions); expanded on recent initiatives put forward to address the situation (the Pillar of Social Rights, the New Skills Agenda, the recent Directive on minimum working conditions and a Council Recommendation); and debriefed experts on the results of the Conference on the Future of Work held the previous day, in the presence of President Juncker; he recommended in particular to consult the High-Level expert group report presented during the day on the impact of digital transformation on EU labour markets (available at the Conference's site).

During the discussion on this subject, questions as to how to engage with the industry to incentivise them to provide the relevant resources for the retraining/reskilling of the workforce since they have first-hand knowledge of the needs and will be the primary users of a better skilled workforce were raised. The finding that albeit everyone agrees more and better skills are needed, there is no consensus on how to achieve this or who will pay for it was also debated. The advent of digitalisation and the rapidly automated industries in the blue economy needing urgent upskilling responses was what the group mostly raised in the discussion. Finally, while acknowledging the fact that the employment challenges are universal across sectors, the take-away message of the discussion was that there are 2 ways to go about the problem: learning how to learn (more preventive) or being operational in this new skills environment and solving problems here and now; either way requires a choice as to where to invest money.

5. The development of ESCO

Francesco Losappio, EC-DG EMP- E2, presented the rationale and the recent updates of the ESCO classification system for occupations and skills in Europe, also by navigating through the ESCO website, that lists occupations, skills and qualifications (translated into all EU languages + NOR, ISL). He highlighted why this remains a powerful tool for employers and employees for cross-border employment mobility, the general function of the labour market, for education and training purposes. He indicated that the present classification, published 2017, is now undergoing revision, to present a new, enhanced repertory of skills and occupations in 2021. For this purpose, all stakeholders and the general public can provide feedback and information on missing elements, profiles and other useful additions to the current version (through relevant entries in the Forum of the Portal) to help improve the listings and fill potential gaps. The presentation given as well as a compilation of all occupations in the blue economy can also be found in the public link.

6. Maritime Alliance’s work and exploration of synergies

Through a video link to San Diego California, USA, Melissa Fischel, in charge of Education and Workforce Development at the Maritime Alliance presented the non-profit industry association's (and a member of the BlueTech Cluster Alliance) mission in promoting Sustainable Science-Based Ocean & Water Industries. They do so through a varied assortment of activities, spanning from piloting BlueSTEM pathways in high schools, to the launch of career videos and of a dedicated website, to summer immersion programmes and internships, to the establishment of a dedicated blue economy education collaborative and many other initiatives and work streams.

This inspiring, vast array of activities provided examples to emulate in the EU as well. Some of the proposed actions resemble initiatives already rolled-out in Europe, such as the Blue Schools or the attempts to establish an ocean literacy platform, to raise awareness from the early phases of people’s lives of the value and the opportunities seas and oceans provide. One of the main take-away of this presentation was that the association is already deeply seeded in the private sector, which enables funding to carry out the proposed activities.

7. AOB 

• The expert group was invited to join the Workshop that MATES will host on 28.05.2019 in Brussels, which will validate the Baseline Report discussed during agenda point 2.
• DG MARE will come back with ideas as to the future options for the work of the group. Work could be sectorial, geographical, ad-hoc etc.