Moving Mountains: Moving Mountains: How can Qualifications Systems Promote Lifelong Learning?...

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


Agenda

-Background, rationale, process and outcomes-Quick overview-Concepts-Main findings-Some concluding remarks


Agenda

- Background, rationale, process and outcomesBackground, rationale, process and outcomes-Quick overview-Concepts-Main findings-Some concluding remarks


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


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)



Agenda

-Background, rationale, process and outcomes- Quick overviewQuick overview-Concepts-Main findings-Some concluding remarks

Synopsis.

Good supply Excellent supply ?

NQS LLL


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


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)


Assumption


There are mechanisms

However


There are few conclusionswe can draw from

quantitative evidence

Typology of qualifications systems


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


Agenda

- (Background, rationale, process and outcomes)-Quick overview-Concepts- Main findingsMain findings-Some concluding remarks

Participation in adult learning and dual system


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


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


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


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


Conclusion aboutquantitative evidence

There is some evidencebut not sufficient


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?


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)


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)


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


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


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


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.


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)


Linking the two concepts

Linking policy responses and mechanisms: a classification.

- Strong role

- Supporting role


Example


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


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


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


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.


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


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


Powerful mechanisms


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



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



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


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


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)


m e r c im e r c i

www.oecd.org/edu/lifelonglearning/nqs


[email protected]

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)


Moving Mountains: Moving Mountains: How can Qualifications Systems Promote Lifelong Learning?...

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