Learning Connects No.10

Youth wellbeing, learning and work

In an era of "permacrisis", young people have suffered more than all other age groups. According to a Eurofound report into the impact of Covid 19 on young people (defined as those aged 15-29), the young were overly-represented in precisely those industries - hospitality and retail - hardest hit by the pandemic[1]. It was simpler and cheaper to make the young redundant because, unlike longer-term employees, they often had zero-hours contracts thanks to the gig-economy and the "uberisation" of the workplace: according to Eurostat, 36% of 15- to 29-year-olds in the EU worked on temporary contracts in 2019[2].

The result was eye-watering job losses amongst young people during the pandemic: 30% laid off in Greece, 12.1% in Spain, 11% in Slovenia, 9% in Poland and Croatia[3]. According to the report, many inevitably experienced housing insecurity: 43% reported difficulty in making ends meet and 39% had no savings to speak of. The number of young people now considered NEETS (not in employment, education or training) is now 13.7% within the EU, but rockets to 26.2% in North Macedonia and 32% in Turkey[4].

The crises have also exacerbated gender divides. Over the past ten years, the NEET rate for 15-29 year olds has consistently been higher for women than it is for men. Women tended to be over-represented in sectors most affected by Covid, such as tourism and hospitality, retail trade and the care sector. Young, working mothers also bore the burden of increased childcare brought about by the closure of nurseries and schools during the pandemic[5].

Online, distance learning was intended to reduce the danger of educational exclusion as schools and colleges closed, but the recurrent recourse to screen-based learning ushered in almost as many problems as it solved. In many countries, the digital divide is very wide: according to 2018 results from the Programme for International Student Assessment (PISA), in Albania 10% of students, and in Turkey over 20%, don't have access to the internet. That figure rises to 60% amongst the socio-economically disadvantaged in Turkey[6].

Digitalisation is a double-edged sword. For all its advantages, it also brings risks which are acute for already-vulnerable age groups: cyber-bullying, body-shaming, addictive social media, fake news, deep-fake videos, revenge-porn and excessive gaming are all frequently reported in surveys of young people. Disproportionate time online can create isolation more than connection: young people who spend more than six hours online outside of school are more likely to report that they are not satisfied with their life or that they feel lonely[7]. Nearly half of young people have been subjected to intimidating, threatening, or nasty messages online leading to anxiety and depression[8].

Reduced mobility during repeated lockdowns has also hampered any hope of youthful adventure. Research collated by UNICEF and the ETF suggested that more than 107,000 participants in Erasmus+ were affected by Covid: 23,500 saw activities suspended, another 38,500 saw them cancelled. 80,000 were forced to return home[9]. When the climate emergency and economic stagflation are factored in, it’s hardly surprising that there is a mental health epidemic among European youth.

Research by University College London and the Sutton Trust has suggested that poor mental health among young people, aged 16 and 17, has increased by more than a quarter since 2017. Nearly a half (44%) of young people were found to be above the threshold for “probable mental ill health”, with high levels of psychological distress increasing steeply from 23% in 2007 to 35% in 2017. Snežana Klašnja, an advisor for youth policy at the Serbian Ministry of Sport and Tourism, says that research in 2021 revealed that 38% of young people in the country perceived themselves to be suffering from depression.

For years, the ETF has been at the centre of this debate, evaluating the ways in which wellbeing can affect education and employment and vice versa. In the joint UNICEF-ETF ground breaking report, “Preventing a ‘Lockdown Generation’ in Europe and Central Asia”, the correlation between psychological distress and lack of study motivation was very clear, with 68% of those with mental health issues struggling to study. 45% of those with poor mental health felt they had fallen behind their classmates[10].

Rather than simply diagnose the problems, however, the ETF has also sought solutions, curating the Digital Education Reform Framework and contributing to the Huawei European Leadership Academy’s programme, “Female Leadership in the Digital Age”. Manuela Prina, Head of the Skills Identification and Development Unit at the ETF, says that “introducing technology into the learning environment needs to be done with an awareness that digital work also carries mental health risks: isolation, hidden abuses, dependencies… we know that the production of dopamine is high when young people interact with digital settings and those highs are very difficult to recreate in real life, with the result that some look for extreme adventure or start using drugs or alcohol.” Prina suggests that it’s vital for a learning environment “to engage young people” and to be able to “detect unease and how to support them…”

Eurofound research suggests that the wellbeing question isn’t a zero-sum game but can actually become a win-win for both individuals and colleges, for both employees and employers. In the same way that depression, anxiety and insomnia are frequent amongst the unemployed, those who are employed are least likely to be at risk[11]. Work-related productivity, and course-completion, has been shown to rise amongst those participants who feel appreciated, valued and integrated in their settings.

“Results are simply better in those workplaces where the employers trust their employees and care about their feelings”, says Klašnja. “It’s better for the company when there is team-building, when people know each other’s personalities and gifts, when they respect each other’s feelings and mentor rather than criticise, giving each other the opportunity to develop skills.”

Wellbeing and productivity aren’t opposites, it emerges, but complementary. That might be because, unlike industrial production lines, modern workplaces rely on skills which correlate with emotional intelligence: resilience, cooperation, adaptability, creativity, listening and decision-making. That, perhaps, is why Prina talks about “the work outside us and inside us”, creating conditions externally and internally that are “conducive to learning.”

“It is important to find a job that is fulfilling,” agrees Klašnja, “but it’s not always possible, especially in these difficult times, so then the work becomes internal: how do you think about things, how do you navigate your dissatisfaction, how you manage to find something in that job that will inspire you or help you reach your professional goals?”

So despite the anguish of young people in recent years, it seems there are grounds for optimism. The stigma surrounding mental distress is slowly being eroded, and hundreds of support initiatives – like “Be Kind to Your Mind” and “You Pro Me” – have been set up. Labour shortages in various sectors are creating workplace openings for young people entering the labour market. ALMA, a new placement scheme to help counter youth unemployment across the EU, has recently been launched and the European Commission has set an ambitious target to reduce the NEET rate from 12.6% in 2019 to 9% by 2030 for those aged 15–29.

“Mental health is a very delicate topic,” says Prina, “but it’s so important for any organisation. It’s vital to create conditions where young people’s learning and personal growth is protected, promoted and curated. Because we know that when someone is confronted with profound, personal problems they simply can’t give their full attention to their learning or their employment.”

^{[1] Eurofound (2021), Impact of COVID-19 on young people in the EU, Publications Office of the European Union, Luxembourg.}

^{[2] European Commission, Eurostat, ‘Youth unemployment rate by sex, age and NUTS 2 regions’}

^{[3] Eurofound (2021), Impact of COVID-19 on young people in the EU, Publications Office of the European Union, Luxembourg.}

^{[4] Ibid}

^{[5] International Labour Organization (2020) “ILO Monitor: COVID-19 and the world of work. First edition, 18 March 2020”.}

^{[6] OECD (2020) “Learning remotely when schools close: How well are students and schools prepared? Insights from PISA”.}

^{[7] OECD (2018), Children & Young People’s Mental Health in the Digital Age}

^{[8] The Children’s Society (2018), Safety Net: Cyberbullying’s impact on young people’s mental health}

^{[9] United Nations Children’s Fund (UNICEF) and European Training Foundation (ETF) (2020): Preventing a ‘Lockdown Generation’ in Europe and Central Asia}

^{[10] United Nations Children’s Fund (UNICEF) and European Training Foundation (ETF) (2020): Preventing a ‘Lockdown Generation’ in Europe and Central Asia}

^{[11] Eurofound (2021), Impact of COVID-19 on young people in the EU, Publications Office of the European Union, Luxembourg.}

Overcoming the odds: Lebanon’s technical schools

Building societies that are inclusive and more equitable is not easy under the best of conditions. It is even harder to be inclusive amid a cris...

Bu Director ilding societies that are inclusive and more equitable is not easy under the best of conditions. It is even harder to be inclusive amid a crisis, yet despite the tough times Lebanon’s technical vocational schools are experiencing they are also striving towards inclusivity, supported by the ETF.

Since the onset of a financial crisis in late 2019, Lebanon’s currency has depreciated by around 95 percent compared to the US dollar. It has wiped out people’s savings and sorely impacted salaries paid in Lebanese lira, including teachers and trainers.

Two technical vocational schools talked to the ETF about their programmes and struggles during this difficult time, going beyond their duty by being interviewed amid a general strike in the public education sector, which has led to empty classrooms at schools and universities.

Arts Et Métiers, Ecole Technique

Arts Et Métiers, Ecole Technique in Dekwaneh, on the outskirts of the capital Beirut, has some 600 students enrolled in 11 specialisations, including mechanical aviation, electronics, industrial manufacturing, construction, and interior design.

It has a modern technical laboratory, and is involved with 270 companies from across its specialisations to enable better skills development.

“The school has been innovative - we first updated the laboratory, and then updated the curricula with a focus on the practical part. Teachers were also re-trained on systems by companies. It is creating jobs for graduates, employees for companies, and keeping teaching up-to-date, so it is a triple win,” said Antoinette Nasser Kanfhour, the technical school’s director.

Curricula is also being developed with the private sector.

“Companies want to work with a school where they see a return on investment. The more we are able to fulfil their needs for specific job vacancies, the more companies support the school, and make sure they develop curricula based on the systems the school uses,” she said.

Keeping the lights on

The school has struggled over the past three years with power cuts, fuel shortages, the Covid-19 pandemic, and public sector teacher strikes. The institution has nevertheless adapted to the situation, such as implementing a photo-voltaic (PV) programme over the past two years in response to the flurry of solar power systems being set up across Lebanon due to the power shortages. This has driven demand for technicians and skilled workers.

The school is working with the United Nations Development Programme (UNDP) on programmes involving PV systems as well as heating, air-conditioning and electricity. It is also involved in electricity-generating projects with the Lebanese Centre for Energy Conservation (LCEC), a not-for-profit organisation within the Ministry of Energy and Water.

One project with the LCEC is to install solar panels in 166 schools. The technical school is also working with NGOs on other sectors, including an enterprise training diploma.

To overcome any skills gaps in training programmes, the school uses international development organisations to provide trainers, who often come with a tank of gasoline to power the institute’s generator.

More inclusivity

The three-year financial crisis has plunged an estimated 80 percent of people into poverty. The crisis has also exacerbated Lebanon’s brain-drain, with 875,000 people estimated to have left between 2019-2022, according to Information International. Lebanon’s population is small, at 5.5 million, which includes Syrian and Palestinian refugees.

Arts Et Métiers, Ecole Technique has no specific initiatives for Syrian refugees, with all students fully integrated in classes, but as of this year, Syrians will pay the same fees as Lebanese.

The institution’s focus will be on getting more women into industrial specialisations, from mechanics to electronics.

“We’re working on changing the mentality of parents about women studying such specialisms,” said Khanfour.

Amid the difficult economic conditions, on average 80% of the technical school’s graduates find a job, and 28% directly enter the labour market in the speciality they studied.

With technicians in weaker supply than engineers in the country, new graduates are often able to negotiate part or full wages in US dollars, which is sought after due to the currency crisis.

“The priority is to earn in dollars, and depending on the speciality, technical graduates are in demand,” said Khanfour.

Institut Technique Edde-Jbeil

The Institut Technique Edde-Jbeil is near the ancient port town of Byblos (Jbeil in Arabic), north of Beirut. It started in 2012 with 20 students, and the institute now has 446 students and courses in 10 specialisations: automotive, mechanical productivity, electricity, industrial informatics, topography, management, auditing, building and public works, hotel management and education.

Such skills are in demand, but the financial crisis and shortage of electricity – just two hours a day - has impacted the institute. It has struggled to pay for the diesel needed to run generators while keeping student fees nominal, said Elias Geagea, teacher and Guidance and Employment Officer.

The institute has been trying to work with NGOs in the solar power sector, as it hopes on-site instruction by its qualified instructors would be beneficial to students and the country at large.

The institute is planning to introduce specialisations in renewable energy, as well as for mechatronics, which is the integration of mechanical, electrical and electronic engineering systems.

Due to the obstacles the institution currently faces, it is unable to offer green skills as part of its programme, added Geagea.

"However, students can be guided to choose the right field based on their passion and skills and the needs of the labour market,’ responded Geagea. ‘This means having to get to know our students but also learning about the company’s vision, their values, and so on, so that we can identify the right opportunities for students."

Civil society organisations: greater role needed in education policy dialogue

To improve inclusivity and equity in the education system, civil society organisations (CSOs) are increasingly seen as key enablers. This is...

Margareta

To improve inclusivity and equity in the education system, civil society organisations (CSOs) are increasingly seen as key enablers. This is in part due to the strong presence of CSOs at the grass-roots level, particularly from engaging with and understanding the needs of young people and the vulnerable, as well as knowing what is needed for better human capital development (HCD).

As an EU agency, the ETF helps transitioning and developing countries harness the potential of their human capital through the reform of education, training and labour market systems.

Since 2015, the ETF has been working with CSOs in neighbouring EU countries to improve their role in HCD and inclusivity. Yet despite their critical role in education and training, civil society organisations are often not as engaged as they could be in policy dialogue and the policy making process. This needs to change, says Margareta Nikolovska, Senior Human Capital Development Expert at the ETF.

CSOs: An expanding role

“CSOs have always played a role, but the current thinking is that their role will be increased in the near future. Why? Governments and public authorities cannot cope alone with all the challenges they face,” she said.

The importance of CSOs in the education field was highly evident during the Covid-19 pandemic when schools and centres of learning were closed, and civil society played a supplementary role to that of public education.

“The epidemic was a challenge but also presented opportunities for CSOs, such as new ways of operating. And they were quick to adapt to certain target groups and educational approaches, like how to develop the curriculum and support young people in basic activities,” said Nikolovska. “CSOs by their nature are involved in social inclusion as they are focused on the local level, and the needs of vulnerable groups.”

There has been growing recognition by governments of what CSOs can achieve. “They are discovering new opportunities that can be further strengthened through cooperation with CSOs to do part of the work traditionally done by governments. It can be a win-win situation, but the critical question is not what needs to be done, but rather, how can it be done through different collaborative actions, and what type of dialogue and follow up is necessary to support trust building and enabling environments to be developed,” she said.

“The distance between the policy level and what is needed at the local level is huge. We have to be careful and pragmatic. It is up to us to think about how to bring these worlds closer together to meet the realities of vulnerable groups,” added Nikolovska.

CSOs’ role in HCD

The ETF has been actively working to achieve such a win-win situation, hosting several events to develop knowledge on how CSOs involved in HCD can think about and be better engaged in policy dialogue. There is certainly appetite from CSOs to do so, as reflected in a recent ETF study on CSOs' role in HCD in six countries: Albania, Jordan, Serbia, Tajikistan, Ukraine and Uzbekistan.

The ETF study found that CSOs focused their activities on education, awareness-raising and advocacy for the promotion of human rights, democracy, and volunteering; and on skills promotion as their activities relate to skills development.

CSOs: Drivers of change

The study shows that there are many different types of CSO engagement in functional relationships in HCD and policy implementation, and that they often play a key role in advocacy and as drivers of social change.

“The tools and instruments they use to impact education and employment services are diverse and range from advocacy campaigns to capacity building of their beneficiaries and target groups. They significantly contribute by bringing their experience, ideas, and diverse perspectives on the challenges and possible ways forward,” notes Nikolovska.

In Albania and Jordan, a limited number of surveyed CSOs reported being regularly involved in policy dialogue regarding non-formal learning, informal learning, and employment, “but most of them express their willingness to contribute to policy dialogue,” she said.

“There was quite a complementary and collaborative role defined by CSOs, particularly regarding support to education and training providers, including support in reaching the objectives defined with the UN’s Sustainable Development Goals (SDGs).”

CSOs are active in contributing to SDGs, with the ETF study showing the extent to which they are focused on the goals, particularly SDG 4 – quality education for all; SDG 8 – good jobs and economic growth; and SDG 1 – no poverty.

“Engagement with youth and social inclusion are some of the most important activities implemented by CSOs, and they contribute to the SDGs,” she said.

For CSOs to play a greater role in the policy dialogue and policy making process, Nikolovska says that there is a need to understand that the process is specific to each country.

“We should look for frameworks that can be useful, and tailored very specifically to the country. This needs to be focused on the specificities of countries – institutionally, how policy making is done, and what type of governance is practiced and carried out. These three items are critical,” she said.

Currently, the ETF is preparing a report based on extensive research into how CSOs can be better engaged in the policy process, and how governance can be better supported in the HCD process. At an upcoming event on the role of CSOs in skills development and lifelong learning, the ETF along with partners will engage in discussions to better understand CSOs. A particular focus will be to understand “what we can do to improve policy dialogue and support CSOs to be more engaged in reaching out to beneficiaries that is in line with policy objectives,” said Nikolovska.

The value of comparing qualifications frameworks for inclusion: A Ukrainian case study

While a universal system regarding qualifications, education and training does not exist within the European Union, member and non-member states...

While a universal system regarding qualifications, education and training does not exist within the European Union, member and non-member states can use the European Qualifications Framework (EQF) to compare qualifications, promote lifelong learning, foster transparency, and facilitate freedom of movement among nations. Indeed, citizens of EU Member States can live and work anywhere within the EU because their skills and qualifications are officially recognised by all Member States.

The EQF has been instrumental in bringing about this mutual recognition. The European Commission’s EQF Advisory Group oversees the referencing and comparison work of National Qualifications Frameworks (NQFs). When the EQF Recommendation was updated in 2017, the Council of the European Union asked the Commission and the Member States in the EQF Advisory Group (AG) to explore the [RC1] possibility of comparing third countries' national and regional qualifications frameworks with the EQF.

Work is currently underway to see how EQF-referenced countries can connect their qualification systems to countries outside the EQF AG. This EQF comparison exercise is in its pilot phase, currently looking at Ukraine and Cape Verde. A Regional Qualifications Framework (RQF) will also take part in the exercise: the Southern African Development Community. Hence, the methods used have broader applications.

It must be noted, however, that the purpose behind comparing qualifications frameworks is not to persuade NQFs to comply with the EQF, but, rather, to thoughtfully evaluate whether various aspects of both frameworks are comparable and whether they can be adequately developed and implemented for the exercise to be meaningful. Eleven core topics for comparison and dialogue have been identified[1].

Since Ukraine is a full member of the Bologna Process and has ratified the Lisbon Recognition Convention, its qualifications framework is modelled on the EQF in many ways. Nevertheless, Arjen Deij, Senior Human Capital Development expert at the ETF is keen to highlight the distinction between comparing and referencing qualifications.

“Comparing NQFs is not the same as referencing an NQF to the EQF. Referencing is about linking NQFs to the EQF, which also implies that the countries mention EQF levels on certificates and link their database of qualifications with those of the other countries in the EQF. Comparison is about establishing whether they are sufficiently comparable to ensure trust and transparency in the quality and the levels of the qualifications,” says Deij.

The (soon to be published) Comparative Analysis of the European Qualifications Framework for Lifelong Learning and the Ukrainian National Qualifications Framework has been prepared with the help of the ETF. This report is the first of its kind following the 2017 EQF Recommendation.

“As well as redefining the role of the EQF AG, this exercise has illustrated the benefits of the NQF as an instrument for inclusion that can be deployed for Europe’s neighbouring regions and beyond,” affirms Deij.

[1] ^{The full list of areas referenced or compared by the EQF AG is as follows: 1) Objectives of qualifications frameworks, 2) Scope of the frameworks, 3) Levels and level descriptors, 4) Learning outcome approach(es), 5) Validation of Non-Formal and Informal Learning (VNFIL)/Recognition of Prior Learning, 6) Quality assurance, 7) Recognition, 8) Governance arrangements, 9) Communication, visibility, transparency, access to information, 10) Referencing/ alignment processes, and 11) Transparency and quality assurance of the comparison process.}

^{[RC1]The development of procedures is redundant as it is implied.}

Learning Connects No. 10

Youth wellbeing, learning and work

Overcoming the odds: Lebanon’s technical schools

Civil society organisations: greater role needed in education policy dialogue

The value of comparing qualifications frameworks for inclusion: A Ukrainian case study

4 facts on youth and inclusion

Podcast #24