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1 Competences for Life & Work: How you go about from School to Work Dr Nikitas Kastis President, MENON Network & Director, Lambrakis Foundation Based upon.

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Presentation on theme: "1 Competences for Life & Work: How you go about from School to Work Dr Nikitas Kastis President, MENON Network & Director, Lambrakis Foundation Based upon."— Presentation transcript:

1 1 Competences for Life & Work: How you go about from School to Work Dr Nikitas Kastis President, MENON Network & Director, Lambrakis Foundation Based upon the EU eLearning Conference / Learning Café: Digital Skills – July 2006 Career Guidance – the European Dimension Conference, ALBA 4 Nov 2006

2 2 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Digital Skills for Life and Work Google search results Skills : 671,000,000 Skills : 671,000,000 Literacy : 126,000,000 Literacy : 126,000,000 Competences : 35,000,000 Competences : 35,000,000 Key competences : 2,610,000 (1,230,000 in Europe, 513,000 in USA, 1,960,000 Canada & Australia) Key competences : 2,610,000 (1,230,000 in Europe, 513,000 in USA, 1,960,000 Canada & Australia) Digital Literacy : 32,100,000 Digital Literacy : 32,100,000 Media Literacy : 56,800,000 Media Literacy : 56,800,000 Digital Skills : 139,000,000 Digital Skills : 139,000,000 eSkills : 74,800 eSkills : 74,800 e-Competences : 35,000 e-Competences : 35,000 Digital Skills for Life and Work Technorati search results Skills : 1,766,000 Skills : 1,766,000 Literacy : 108,485 Literacy : 108,485 Competences : 2,752 Competences : 2,752 Key competences : 316 Key competences : 316 Digital Literacy : 7,140 Digital Literacy : 7,140 Media Literacy : 15,466 Media Literacy : 15,466 Digital Skills : 45,143 Digital Skills : 45,143 eSkills : 34 eSkills : 34 e-Competences : 10 (all related to the EDEN Conference) e-Competences : 10 (all related to the EDEN Conference)

3 3 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Social (& cultural) Capital Private Life & Society Human Capital Professional Life Education&TrainingContexts General Education Adults Learning Education of Disadvantaged Groups Aspects of Life

4 4 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Digital Literacy / Competence / Skills Digital Literacy / Competence / Skills in set of Key Competences (see also OECD/ DESECO): transferable, multifunctional package of knowledge, skills, attitudes, foundation for further learning … Communication in the Mother Tongue & Foreign Language …. the LITERACY domain Communication in the Mother Tongue & Foreign Language …. the LITERACY domain Mathematical Literacy … the NUMERACY domain Mathematical Literacy … the NUMERACY domain Science & Technology Science & Technology Digital Literacy / Competence (ICT…) Digital Literacy / Competence (ICT…) Learning to Learn (what about??) Learning to Learn (what about??) Interpersonal-intercultural, social competences Interpersonal-intercultural, social competences Civic competences Civic competences Enterpreneurship Enterpreneurship Cultural Awareness Cultural Awareness

5 5 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov % of School Education graduates with reading problems 20% of School Education graduates with reading problems 77% of age cohort (18-24 yrs) completing Higher Education 77% of age cohort (18-24 yrs) completing Higher Education 58% European work-force never used ICT 58% European work-force never used ICT 34% European population never used ICT 34% European population never used ICT 80% European population with low-qualifications (ISCED 1 & 2) never used ICT 80% European population with low-qualifications (ISCED 1 & 2) never used ICT 50% of jobs will require high-level skills by 2010 – how come? 50% of jobs will require high-level skills by 2010 – how come? Multigenerational organization systems (sic!) … Multigenerational organization systems (sic!) … Attitude(s) – capacity to change (never-ending quest for Innovation!) Attitude(s) – capacity to change (never-ending quest for Innovation!) In search for Excellence! Is Equity the looser of the last mile? In search for Excellence! Is Equity the looser of the last mile?

6 6 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Spending on Education increases – reaching 6.1% of GDP, OECD average -, with expenditure on staff corresponding to biggest budget heading. Thus, expenditure per student is largely influenced by teachers salaries! Spending on Education increases – reaching 6.1% of GDP, OECD average -, with expenditure on staff corresponding to biggest budget heading. Thus, expenditure per student is largely influenced by teachers salaries! Increase of expenditure per student of more than 20% between 1995 and 2002, in non-tertiary education (tertiary education prevailing pattern of change differs, due to relative expansion). Increase of expenditure per student of more than 20% between 1995 and 2002, in non-tertiary education (tertiary education prevailing pattern of change differs, due to relative expansion). Expenditure per student rises with the education level, with secondary 1.3 times primary expenditure and tertiary reaching over 4.5 times primary, representative of the established life-cycle (long) learning paradigm. Expenditure per student rises with the education level, with secondary 1.3 times primary expenditure and tertiary reaching over 4.5 times primary, representative of the established life-cycle (long) learning paradigm.

7 7 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Some (OECD) countries considered laggards: 15-year-olds mathematical proficiency (over 25% below threshold) & problem- solving proficiency (~60% incapable of reaching threshold, only ~30% for the protagonists). Some (OECD) countries considered laggards: 15-year-olds mathematical proficiency (over 25% below threshold) & problem- solving proficiency (~60% incapable of reaching threshold, only ~30% for the protagonists). The group of protagonists (Finland, Korea, Canada, Japan, Sweden,…) present an interesting school cohesion factor, with school-results differences accountable to 5-17% of students mathematics performance variation (for laggards over 30%). The group of protagonists (Finland, Korea, Canada, Japan, Sweden,…) present an interesting school cohesion factor, with school-results differences accountable to 5-17% of students mathematics performance variation (for laggards over 30%). Not any relationship established between expenditure per student and learning performance. Results suggest that spending on education is a prerequisite of high-quality learning, but not sufficient to achieve high level outcomes. Education systems processes play a strong part in learning effectiveness. Not any relationship established between expenditure per student and learning performance. Results suggest that spending on education is a prerequisite of high-quality learning, but not sufficient to achieve high level outcomes. Education systems processes play a strong part in learning effectiveness.

8 8 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 In most OECD countries, males employability is affected by the lack of upper secondary education (factor for social cohesion). In most OECD countries, males employability is affected by the lack of upper secondary education (factor for social cohesion). Sound evidence relating economic output (GDP growth) to yrs spent in education (3-6% increase corresponding to one-year increase in education). Impact on health and social cohesion remain anecdotal without reliable assessment. Sound evidence relating economic output (GDP growth) to yrs spent in education (3-6% increase corresponding to one-year increase in education). Impact on health and social cohesion remain anecdotal without reliable assessment. Finally, learning outside classroom is (a) increasing (from 2000 to 2003) and (b) varying in both time allocated and type & quality –yet not measurable impact on learning outcomes. Finally, learning outside classroom is (a) increasing (from 2000 to 2003) and (b) varying in both time allocated and type & quality –yet not measurable impact on learning outcomes.

9 9 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Relation between educational provision, performance and social inclusion is extremely complex. Relation between educational provision, performance and social inclusion is extremely complex. Learning outcomes are associated with variables like motivation, self- belief and learning strategies, therefore likely to be linked to levels of social cohesion, quality and relevance of learning environment, the relationship with life chances! Learning outcomes are associated with variables like motivation, self- belief and learning strategies, therefore likely to be linked to levels of social cohesion, quality and relevance of learning environment, the relationship with life chances! Seems that cognitive & cultural factors shape how exclusion relate to identity and learning; some thinkers talking about chronic, inherited poverty and exclusion inheritance…, passed over to generations…, through education! Seems that cognitive & cultural factors shape how exclusion relate to identity and learning; some thinkers talking about chronic, inherited poverty and exclusion inheritance…, passed over to generations…, through education! Considerations give rise to ideas about emerging knowledge building patterns, with exclusion being defined as lack of access to opportunities to realise creativity and potential; the process of knowledge formation : we are then facing a Paradigm Shift! Considerations give rise to ideas about emerging knowledge building patterns, with exclusion being defined as lack of access to opportunities to realise creativity and potential; the process of knowledge formation : we are then facing a Paradigm Shift!

10 10 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 The re-orientation of Lifelong Learning from its 1960s focus on transition pathways to a more holistic view of learning as part of social development (both of society in general and of the individual as a social actor) The re-orientation of Lifelong Learning from its 1960s focus on transition pathways to a more holistic view of learning as part of social development (both of society in general and of the individual as a social actor) The corresponding shift in emphasis from learning as a process of reproduction to one of transformative learning The corresponding shift in emphasis from learning as a process of reproduction to one of transformative learning The rise to prominence of joined-up government, linking education with other key policy agendas and imperatives like employment, health and the environment The rise to prominence of joined-up government, linking education with other key policy agendas and imperatives like employment, health and the environment The increasing policy inter-dependence between education and social inclusion The increasing policy inter-dependence between education and social inclusion

11 11 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Paradigm shift Paradigm shift * Consumer of Knowledge – Creator of Knowledge : from the dichotomy to the co-existence * Prevailing character of the Learning-to-Learn Competence Calls for an integrated approach to this Competence [instead of mass delivery of chunks of training and development of Basic ICT Skills] Calls for an integrated approach to this Competence [instead of mass delivery of chunks of training and development of Basic ICT Skills] The aim needs to be: The aim needs to be: * Innovate, validate and reform the E&T systems in order to (a) cater for the increase of learning-to-learn capacity at school level (b) efficiently compensate for the lack of minimum competence level of adults * Embed technology familiarization in context (personal, professional) specific activities (societal setting) The new Equity challenge : from delivering massive education to engaging people to massive knowledge experiences (up-grading their learning-to-learn competence) The new Equity challenge : from delivering massive education to engaging people to massive knowledge experiences (up-grading their learning-to-learn competence)

12 12 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Borderless & inclusive learning and Technical Coding What are the typical aspects of technical coding in the beginning of the century: A limitless potential of on-line applications serving content creation, sharing, reusability and thus knowledge formation (from weblogging to web tagging/mashing etc.) A limitless potential of on-line applications serving content creation, sharing, reusability and thus knowledge formation (from weblogging to web tagging/mashing etc.) Set of maturing communication protocols, that could cater with interoperabilities, turning communities to knowledge networks and could seamless global coverage of regions. Set of maturing communication protocols, that could cater with interoperabilities, turning communities to knowledge networks and could seamless global coverage of regions.

13 13 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Challenges Borderless & inclusive learning: Challenges What our children need to learn What our children need to learn in order to aspire to these emerging societal paradigms? How can we change school education How can we change school education in order to facilitate this orientation? How can we cater with the Adults Learning needs How can we cater with the Adults Learning needs ? Dare to give some answers… * Start with School (Primary Education), decentralize, establish new Literacy paradigms, competence-based educational design, cognitive processes, sharing of learning resources and knowledge formation mechanism; * Provide with embedded (contextualized) training and careers planning

14 14 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006 Sustainable Innovation: E&T contexts and knowledge building patterns Sustainable Innovation: E&T contexts and knowledge building patterns Balanced deployment of effective up-take of ICTs in learning process: serving Equity through the search for Excellence Balanced deployment of effective up-take of ICTs in learning process: serving Equity through the search for Excellence Joined capacity building: emerging common agendas of the stakeholders Joined capacity building: emerging common agendas of the stakeholders

15 15 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006

16 16 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006

17 17 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006

18 18 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006

19 19 Competences for Life & Work: How you go about from School to Work Career Guidance Conference, Nov 2006


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