moving mountains: moving mountains: how can qualifications systems promote lifelong learning?...
TRANSCRIPT
Moving Mountains:Moving Mountains:How can Qualifications Systems Promote
Lifelong Learning?
Patrick WerquinOECD – D i r e c t o r a t e f o r E d u c a t i o n
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Agenda
-Background, rationale, process and outcomes-Quick overview-Concepts-Main findings-Some concluding remarks
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Agenda
- Background, rationale, process and outcomesBackground, rationale, process and outcomes-Quick overview-Concepts-Main findings-Some concluding remarks
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
OECD Approach to LLL
-Key features of lifelong learning strategies:- Systemic approach- Learner-centred- Motivations to learn- Multiplicity of objectives
-Implications for education and training policy:- Objectives- Structure of provision- Content, quality and relevance
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Features of Systemic Approach
-Visibility and recognition of learning-Foundations of lifelong learning-Access and equity-Resources-Co-ordination of policy development and implementation
Process and outcomes
- Expert and country meetings- Guidelines- 15 Country background Reports- 3 Thematic Groups- More than 20 countries involved one way or
another- International Synthesis Report (January
2005)- Partnership with QCA (Mike Coles)
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Agenda
-Background, rationale, process and outcomes- Quick overviewQuick overview-Concepts-Main findings-Some concluding remarks
Synopsis.
Good supply Excellent supply ?
NQS LLL
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
This link is identified as mechanisms
The approach.
National social and economic systems
NQSStructural
changes
Structural changes andchanges in conditions
Changes in conditions
LIFELONG LEARNING
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Structure of the report (Jan 05)
- Introduction (1)
- The big concepts (2)
- Pressures for change – Policy responses (3)
- Quantitative relationships (4)
- Qualitative evidence – Mechanisms (5)
- Mechanisms and policy responses (6)
- Mechanisms in combination (7)
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Assumption
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
There are mechanisms
However
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
There are few conclusionswe can draw from
quantitative evidence
Typology of qualifications systems
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
1. Dual system / alternance2. Qualifications framework 3. VET in upper secondary education 4. Central organisation of education5. Regulated entry to the labour market6. System for recognising non-formal or informal learning7. Credit system8. Credentialism
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Agenda
- (Background, rationale, process and outcomes)-Quick overview-Concepts- Main findingsMain findings-Some concluding remarks
Participation in adult learning and dual system
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
CAN
CHE
DEU
DNK
ESP
FIN
HUNKOR
MEX
NLD
NOR
POL PRT
SWE
UKM
USA
y = -1.51x + 8.8951
R2 = 0.258
0.000
2.000
4.000
6.000
8.000
10.000
12.000
14.000
0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50
Whether the country has a dual system
Parti
cipa
tion
in a
dult
lear
ning
.
When there is a culture of learning, obtaining a qualification is not necessary the main objective
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
AVG
USA
UKM
SWE
SLV
POL
NZLNOR
NLD
IRL
HUN
FIN
DNK
DEU
CZR
CHI
CHECAN
BFL
AUS
y = -1.1x + 76Tx=-5.4; R2 = 0.69
0
10
20
30
40
50
60
0 10 20 30 40 50 60 70
% of learners seeking a qualification
Part
icip
atio
n ra
te in
any
type
of
lear
ning
Matthew effect in reverse
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
AVGUSA UKM
SWE
SLV
POL
NZL
NORNLD
ITA
IRL
HUNFINDNK
DEU
CZR
CHI
CHE
CAN
BFL
AUS
y = 0.47x + 26
Tx=2.1; R2 = 0.19
0
10
20
30
40
50
60
70
10 20 30 40 50 60 70
% of individuals at ISCED level 2 and below
% o
f le
arne
rs s
eeki
ng a
qua
lific
atio
n
The data can be trusted
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
AUS
BFL
CAN
CHE
CHI
CZR
DNKFIN
HUN
IRL
NLD
NOR
NZL
POL
SLV
UKMUSAAVG
y = 0.11x + 7.35Tx=2.3, R2 = 0.27
0
10
20
30
40
50
60
70
110 160 210 260 310 360
Average number of hours (any type of learning) per adult learner
% o
f le
arne
rs s
eeki
ng a
qua
lific
atio
n
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Conclusion aboutquantitative evidence
There is some evidencebut not sufficient
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Fortunately
There is substantial qualitative evidence
Pressures for change
What are the recent policy responses to the lifelong learning agenda that involve national
qualifications systems?
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Pressures for change (cont’d)
-Broad economic pressures (discrepancy between job training and qualifications, human capital for economic growth, innovation…)
- International pressures (PISA/IALS/ALL ranking, EU: recognition for labour mobility)
- Pressure to harmonise (EQF development, European credit, European sector frameworks, international benchmarks/standards)
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Pressures for change (cont’d)
- Demographic pressures (ageing, immigration)
- Social and cultural pressures (learning for its own sake)
- Pressure to improve communication and coherence (transparency…)
- Pressure from technological change (using opportunities created by the new technologies)
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
The 9 Policy Responses
1. Increase flexibility and responsiveness2. Motivate young people to learn3. Link education and workLink education and work4. Facilitate open access to qualifications5. Diversify assessment processes6. Make qualifications progressive7. Make the qualifications system transparent8. Review funding and increase efficiency9. Better manage the qualifications system
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Discovering mechanisms
- the ways the stakeholder groups interact with their qualifications system
- inducements to learn- constraints that reduce the quantity, quality,
distribution and efficiency of LLL- some issues are specific to certain
stakeholder groups (important for policy formulation)
- the evidence is used to create a list of mechanisms
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
The 20 Mechanisms1) Communicating returns to learning for qualification
2) Recognising skills for employability
3)3) Establishing qualifications frameworksEstablishing qualifications frameworks
4) Increasing learner choice in qualifications
5) Clarifying learning pathways
6) Providing credit transfer
7) Increasing flexibility in learning programmes leading to qualifications
8) Creating new routes to qualifications
9) Lowering cost of qualification
10) Recognising non-formal and informal learningLecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
The 20 Mechanisms (cont’d)11) Monitoring the qualifications system12) Optimising stakeholder involvement in the
qualifications system13) Improving needs analysis methods so that
qualifications are up to date14) Improving qualification use in recruitment15) Ensuring qualifications are portable16) Investing in pedagogical innovation17) Expressing qualifications as learning outcomes18) Improving co-ordination in the qualifications system19) Optimising quality assurance20) Improving information and guidance about
qualifications systems
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Ex. of mechanism: Establishing a QFQualifications frameworks can make progression routes clear, remove dead ends and can bring coherence and quality assurance to qualifications systems.
IndividualsIndividuals might be motivated to learn if they can be guided towards appropriate qualifications for their aspirations. They might also have confidence in nationally approved qualifications.
EmployersEmployers will find a framework helpful in setting out qualification requirements for a job and in relating an applicant’s qualification profile to a standard reference point. It may help rationalise training provision.
ProvidersProviders might find a framework of qualifications useful for promotional material as they can market qualifications according to a well-known structure and, like recruiters, they might feel more secure in the knowledge that certain qualifications are national benchmarks.
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Important points about the method
- Policy responsesPolicy responses are derived from the country evidence provided
- Policy responses clearly exist in countries as mature policies or as a clear policy intention
- The mechanismsmechanisms are not directly derived from country evidence in the same way
- The mechanisms are based on a wider evidence base concerned with the ways they might change the behaviour of the main stakeholders (and on authors’ own thinking)
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Linking the two concepts
Linking policy responses and mechanisms: a classification.
- Strong role
- Supporting role
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Example
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Policy response Mechanisms with a strong role
Mechanisms with a supporting role
3. Link education 3. Link education and workand work
2. Recognising skills for employability
3. Establishing qualifications frameworks
5. Clarifying learning pathways
6. Providing credit transfer
7. Increasing flexibility in learning programmes leading to qualifications
10. Recognising non-formal and informal learning
12. Optimising stakeholder involvement in the qualifications system
13. Improving needs analysis methods so that qualifications are up to date
14. Improving qualification use in recruitment
15. Ensuring qualifications are portable
8. Creating new routes to qualifications
11. Monitoring the qualifications system
16. Investing in pedagogical innovation
17. Expressing qualifications as learning outcomes
18. Maximising co-ordination in the qualifications system
20. Improving information and guidance about qualifications system
Ranking the influence of mechanisms
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Mechanism
# of PR where strong
role
# or PR wheresupporting
role Rank
1.Communicating returns to learning for qualifications 1 2 192.Recognise skills for employability 2 0 16=3.Establishing qualifications frameworks 4 4 44.Increasing learner choice in qualifications 2 0 16=5.Clarifying learning pathways 4 1 86.Providing credit transfer 7 1 17.Increasing flexibility in learning programmes leading to qualifications 3 3 10=8.Creating new routes to qualifications 4 3 59.Lowering cost of qualifications 3 1 12=10.Recognising non-formal and informal learning 5 1 311.Monitoring the qualifications system 2 6 1412.Optimising stakeholder involvement in the qualifications system 5 3 213.Improving needs analysis methods so that qual. are up to date 3 1 12=14.Improving qualification use in recruitment 1 1 2015.Ensuring qualifications are portable 3 3 10=16.Investing in pedagogical innovation 1 4 1817.Expressing qualifications as learning outcomes 3 4 918.Maximising co-ordination in the qualifications system 4 2 6=19.Optimising quality assurance 4 2 6=20.Improving information and guidance about qualifications system 2 4 15
Ranking the influence of mechanisms
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Mechanism
# of PR where strong
role
# or PR wheresupporting
role Rank
1.Communicating returns to learning for qualifications 1 2 192.Recognise skills for employability 2 0 16=
3.Establishing qualifications frameworks3.Establishing qualifications frameworks 44 44 444.Increasing learner choice in qualifications 2 0 16=5.Clarifying learning pathways 4 1 8
6.Providing credit transfer6.Providing credit transfer 77 11 117.Increasing flexibility in learning programmes leading to qualifications 3 3 10=8.Creating new routes to qualifications 4 3 59.Lowering cost of qualifications 3 1 12=
10.Recognising non-formal and informal learning10.Recognising non-formal and informal learning 55 11 3311.Monitoring the qualifications system 2 6 14
12.Optimising stakeholder involvement in the qualifications system12.Optimising stakeholder involvement in the qualifications system 55 33 2213.Improving needs analysis methods so that qual. are up to date 3 1 12=14.Improving qualification use in recruitment 1 1 2015.Ensuring qualifications are portable 3 3 10=16.Investing in pedagogical innovation 1 4 1817.Expressing qualifications as learning outcomes 3 4 918.Maximising co-ordination in the qualifications system 4 2 6=19.Optimising quality assurance 4 2 6=20.Improving information and guidance about qualifications system 2 4 15
What is a top ranked mechanism?- A top ranked mechanism is the most useful way of
improving lifelong learning through qualifications systems because it supports more policy responses than the other mechanisms;
- It is the most cost effective action since it supports many policy responses
- Where policy responses are not properly defined (perhaps because of the absence of reliable diagnosis of issues) the mechanism represents a safe option for optimising lifelong learning
- It serves more purposes than the lower ranked ones because the purposes the latter serve are more specific
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Change mechanisms
It is possible to analyse the set of mechanisms in terms of their potential as ‘enablers’, ‘multipliers’ or ‘triggers’, and on this basis three mechanisms emerge:
- Communicating returns to learning for qualifications.- Establishing qualifications frameworks.- Investing in pedagogical innovation.
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Example
The most often quoted is ‘establishing a Qualifications framework’:
- Clarifying learning pathways- Providing credit transfer- Creating routes to qualifications- Recognising non-formal and informal learning- Monitoring the qualifications system- Optimising stakeholder involvement in qualifications
system- Ensuring qualifications are portable- Improving co-ordination in the qualifications system- Optimising quality assurance
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Supporting mechanisms
- Not decisive- Close to individuals- Lubricant
. Monitoring the qualifications system
. Establishing qualifications frameworks
. Investing in pedagogical innovation
. Expressing qualifications as learning outcomes
. Improving information and guidance about qualifications system
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Powerful mechanisms
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Five highly ranked strong mechanisms
Three change mechanisms
Five key supporting mechanisms
6. Providing credit transfer 3. Establishing 3. Establishing qualifications frameworkqualifications framework
11. Monitoring the qualifications system
12. Optimising stakeholder involvement in qualifications
system
1. Communicating returns to learning for qualifications
3. Establishing qualifications 3. Establishing qualifications frameworksframeworks
10. Recognising non-formal and informal learning
16. Investing in pedagogical innovation
16. Investing in pedagogical innovation
3. Establishing a 3. Establishing a qualifications frameworkqualifications framework
17. Expressing qualifications as learning outcomes
8. Creating new routes to qualifications
20. Improving information and guidance about qualifications
system
Three tools
- Review of policy responses
- Pay attention to the powerful mechanisms
- Consider interactions between mechanisms
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Agenda
-Background, rationale, process and outcomes-Quick overview-Concepts-Main findings- Some concluding remarksSome concluding remarks
In short.- This OECD activity has provided definitions built on
common understanding, not only common words- It has found 9 policy responses to the lifelong learning
agenda- And 20 mechanisms for qualifications system to impact
on lifelong learning- Policy responses and mechanisms can be a means of
evaluating lifelong learning policy from the view point of national qualifications systems
- International synthesis report (forthcoming) - A lot of documents (country background reports,
thematic reports…) already on:
www.oecd.org/edu/lifelonglearning/nqs
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Conclusion: setting an agenda- Data collection to be carried out
- Evaluation methods to be developed
- Link between mechanisms and policy responses to be discussed further and refined
- Independent review (thematic review)
- Policy responses evolve (current priorities)
- Mechanisms to be implemented and assessed
- Follow up OECD activities
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
A starting point- This work is only the beginning
- Main OECD follow up activity:
Recognition of non formal and informal learningand
credit accumulation and transfer
(November 2005 onward)
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
m e r c im e r c i
www.oecd.org/edu/lifelonglearning/nqs
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005
Participating countries
- CBRs: Australia, Belgium (French speaking), Denmark, France, Germany, Greece, Ireland, Japan, Korea, the Netherlands, New Zealand, Portugal, Slovenia, Switzerland and United Kingdom (15)
- TGs: Australia, Belgium (Flanders), Czech Republic, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Korea, Mexico, the Netherlands, New Zealand, Portugal, Slovenia, Spain, Sweden, Switzerland and United Kingdom (20)
Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005