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

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

Synopsis. Good supplyExcellent 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 NQS Structural changes Structural changes and changes 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 conclusions we can draw from quantitative evidence

Typology of qualifications systems Lecture at the Victorian Qualifications Authority, Melbourne, 30 November Dual system / alternance 2. Qualifications framework 3. VET in upper secondary education 4. Central organisation of education 5. Regulated entry to the labour market 6. System for recognising non-formal or informal learning 7. Credit system 8. Credentialism

Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005 Agenda -(Background, rationale, process and outcomes) -Quick overview -Concepts -Main findings -Some concluding remarks

Participation in adult learning and dual system Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005

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

Matthew effect in reverse Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005

The data can be trusted Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005

Conclusion about quantitative evidence There is some evidence but 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 responsiveness 2. Motivate young people to learn Link education and work 3. Link education and work 4. Facilitate open access to qualifications 5. Diversify assessment processes 6. Make qualifications progressive 7. Make the qualifications system transparent 8. Review funding and increase efficiency 9. 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 Mechanisms 1)Communicating returns to learning for qualification 2)Recognising skills for employability 3)Establishing 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 learning Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005

The 20 Mechanisms (cont’d) 11) Monitoring the qualifications system 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 16) Investing in pedagogical innovation 17) Expressing qualifications as learning outcomes 18) Improving co-ordination in the qualifications system 19) Optimising quality assurance 20) Improving information and guidance about qualifications systems Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005

Ex. of mechanism: Establishing a QF Qualifications frameworks can make progression routes clear, remove dead ends and can bring coherence and quality assurance to qualifications systems. Individuals Individuals 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. Employers Employers 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. Providers Providers 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 responses - Policy responses are derived from the country evidence provided - Policy responses clearly exist in countries as mature policies or as a clear policy intention mechanisms - The mechanisms 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 responseMechanisms with a strong role Mechanisms with a supporting role 3. Link education and 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 where supporting role Rank 1.Communicating returns to learning for qualifications Recognise skills for employability2016= 3.Establishing qualifications frameworks444 4.Increasing learner choice in qualifications2016= 5.Clarifying learning pathways418 6.Providing credit transfer711 7.Increasing flexibility in learning programmes leading to qualifications3310= 8.Creating new routes to qualifications435 9.Lowering cost of qualifications3112= 10.Recognising non-formal and informal learning Monitoring the qualifications system Optimising stakeholder involvement in the qualifications system Improving needs analysis methods so that qual. are up to date3112= 14.Improving qualification use in recruitment Ensuring qualifications are portable3310= 16.Investing in pedagogical innovation Expressing qualifications as learning outcomes Maximising co-ordination in the qualifications system426= 19.Optimising quality assurance426= 20.Improving information and guidance about qualifications system2415

Ranking the influence of mechanisms Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005 Mechanism # of PR where strong role # or PR where supporting role Rank 1.Communicating returns to learning for qualifications Recognise skills for employability2016= 3.Establishing qualifications frameworks Increasing learner choice in qualifications2016= 5.Clarifying learning pathways418 6.Providing credit transfer Increasing flexibility in learning programmes leading to qualifications3310= 8.Creating new routes to qualifications435 9.Lowering cost of qualifications3112= 10.Recognising non-formal and informal learning Monitoring the qualifications system Optimising stakeholder involvement in the qualifications system Improving needs analysis methods so that qual. are up to date3112= 14.Improving qualification use in recruitment Ensuring qualifications are portable3310= 16.Investing in pedagogical innovation Expressing qualifications as learning outcomes Maximising co-ordination in the qualifications system426= 19.Optimising quality assurance426= 20.Improving information and guidance about qualifications system2415

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 qualifications framework 11. Monitoring the qualifications system 12. Optimising stakeholder involvement in qualifications system 1. Communicating returns to learning for qualifications 3. Establishing qualifications frameworks 10. Recognising non-formal and informal learning 16. Investing in pedagogical innovation 3. Establishing a qualifications 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

Agenda -Background, rationale, process and outcomes -Quick overview -Concepts -Main findings -Some 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: 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 learning and credit accumulation and transfer (November 2005 onward) Lecture at the Victorian Qualifications Authority, Melbourne, 30 November 2005

m e r c i 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