ADULT LEARNING, COMPETENCE AND ACTIVE CITIZENSHIP (Forum 3: measures to recognise and validate competencies and learning)

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2 ADULT LEARNING, COMPETENCE AND ACTIVE CITIZENSHIP (Forum 3: measures to recognise and validate competencies and learning) Dr. Patrick Werquin OECD D i r e c t o r a t e f o r E d u c a t i o n Finland s EU Presidency Conference, Espoo, Finland, 3-4 October 2006

3 - Background Agenda for today - Why do we want to organise recognition programmes? - Why it doesn t necessarily work? - Concluding remarks

4 - Background Agenda for today - Why do we want to organise recognition programmes? - Why it doesn t necessarily work? - Concluding remarks

5 Background -Lots of evidence about recognition* of non formal and informal learning* (RNFIL), but piecemeal -OECD activity on Adult Learning -OECD activity on the role of national qualifications systems in promoting lifelong learning -

6 NQS (RNFIL) and LLL. NQS LLL Good supply? Excellent supply This link is identified as mechanisms

7 Qualifications Systems - RNFIL = mechanism to create more and better lifelong learning - as well as: - credit transfer - qualifications framework* - stakeholders involvement - -Qualifications Systems: Bridges to Lifelong Learning (OECD, 2006)

8 Adult Learning - Motivation is the key issue (Beyond Rhetoric, 2003, and Promoting Adult Learning, 2005) since learning = waste of time and money => Don t ask adults to start from scratch!!!!! LLL

9 Fact - RNFIL is high on most countries agenda - New OECD activity on RNFIL: - 25 countries - One assumption not always good, cost! - Research - Visits fact finding approach - Data collection if any - But why do we need an OECD activity if it s already on most countries agenda?

10 Why? - More research - Legal framework many already - Good practice portability? - Data - Above all, because RNFIL appears to be among the possible solutions to address key issues!!!! JJJ

11 Participating countries, RNFIL At least, 24 countries on 5 continents (18 in Europe) believe so: Australia, Austria, Belgium (Flanders), Canada, Chile, Czech Republic, Denmark, France, Germany, Greece, Hungary, Ireland, Italy, Korea, Malta, Mexico, the Netherlands, Norway, Slovenia, South Africa, Spain, Sweden, Switzerland and the United Kingdom

12 Agenda for today - Background - Why do we want to organise recognition programmes? - Why it doesn t necessarily work? - Concluding remarks

13 - No more lifetime jobs (Japan???) Why? -Demography (Ageing, labour force shortages, work after retirement age, labour market, education system, tertiary education ) - Skills mismatch (make skills visible for governments to organise learning provision; for individuals to perform well in the labour market)

14 Why? - Inequities (women in labour market, gender issues in the VET initial system, immigrants: unqualified to make their skills visible as well as qualified to organise equivalencies) - Immigrants do fill some skills gaps UK but there maybe issues in terms of safety, security or health (Nurses)

15 Why? -Migration and mobility in general (workers, students) - Second chance (identify skills of poorly qualified people to certify them) safety net - Second chance for NEET people, for instance

16 Why? -Impact/role of other devices/programmes (such as qualifications frameworks (EQF typically) set in motion based on learning outcomes, also the essence of RNFIL) - May not create economic growth, but will help sustain it!!!

17 - Background Agenda for today - Why do we want to organise recognition programmes? - Why it doesn t necessarily work? - Concluding remarks

18 Employers - Employers may see wider skills supply if more learning is recognised in the workforce - On the other hand this might lead to a reduction in commitment to formal training programmes

19 Trade Unions - Sceptical at bestl - Shift of focus from learning to assessing

20 Providers of learning - Worried!!!! OF COURSE (US higher education institutions and universities) - Nevertheless, providers may be encouraged to widen access to programmes if quality assured recognition systems are in place -Although there may be increased direct and indirect costs involved in recognising nonformal and informal learning

21 Providers of qualifications - OK!!!! OF COURSE -But same worries about cost

22 Individuals -System not transparent -Access not easy -Information and guidance still lacking -Doesn happen for low qualified people second Matthew effect => Individuals are not fully convinced yet

23 Governments -??? - We have to interest not only Ministry of Education, but also Ministries of Finance, Labour It must have to do with employment and unemployment*

24 - Background Agenda for today - Why do we want to organise recognition programmes? - Why it doesn t necessarily work? - Concluding remarks

25 Questions for the Forum 3 1. Why not a rapid development in Europe? 1.Cost 2.Information and guidance 3.Lack of understanding among the actors 4.Lack of support from most stakeholders 5.Non formal and informal leanirng is a fuzzy concept, even if experts have precise definitions

26 Questions for the Forum 3 2. Standards -Ownership of standards is THE main issue (issue of power, of transparency, for good practice ) - Historically: Education (main actor, massive) - Labour market (employers) is now trying to be more present - Keep in mind: learning outcomes is the basis, a possible solution: MOE define curricula by learning outcomes asap

27 Questions for the Forum 3 3. Possible pan-european measures? -Measures to foster and develop trust - Extensive and intensive use of qualifications (by employers, by information and guidance officers ) - Extensive and intensive use of qualifications frameworks and the EQF (no more bargaining, less dead ends, eveything is clear )

28 m e r c i

29 Participating countries, NQS - 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)

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