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Preparing learners for their future, not our past

Association of colleges, Birmingham, Andreas Schleicher

Increased likelihood of positive outcomes among adults with higher literacy skills

(scoring at PIAAC Level 4/5 compared with those scoring at Level 1 or below

Preparing learners for their future, not our past

15-year-olds feeling bad if not connected to the Internet (PISA)

Students are using more time online outside school on a typical school day (PISA)

The post-truth world where reality becomes fungible, where virality seems privileged over quality in the distribution of information, and where truth and fact are losing currency

There is scarcity of attention and abundance of information

Algorithms that sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies

Developing

the right skills

Developing

the right skills

Anticipating changing demands for skills

Anticipating changing demands for skills

The future of work and skills

Digitalisation

Empowering

Disempowering

Homogenising

Particularising

Democratising

Concentrating

Two effects of digitalisation

Effects of digitalisation

Digital exposure

Mean digital exposure

Problem-solving skills improve with prolonged digital exposure

Most digital workplace

Least digital workplace

Exposure

Enhance forms of learning

Increase task content variety

Increase cognitive skill use

The smiling curve of global value chains

Value added

Skills and Global value chains

Skills to manage complex digital information

Problem-solving skills in technology-rich environments

Digital skills

Instead of qualifications-oriented education up-front

Fostering lifelong skills-oriented learning

Fostering lifelong skills-oriented learning

Learn

The future is with lifelong life-wide learners,

not with people who solely stack up degrees up front

Unlearn

Learning for jobs that have not been created, to tackle social issues we can’t yet imagine, to use technologies that have not been invented

The lifelong learning imperative

Proportion of adults with low proficiency in literacy and numeracy

Relearn

Some side effects

  • Qualifications are structuring and segmenting labour markets, through regulated professions and entry-requirements to specific professions which make labour markets inflexible and rigid
  • Narrow university entrants exams can undermine 21st century curricula, pedagogies and the acquisition of key cognitive, social and emotional competencies (including attitudes and dispositions towards learning)
  • Lumpy degrees discourage lifelong learning and the integration of the world of learning with the world of work
  • The bundling of content, delivery and accreditation encourages monopoly rents and monopolistic behaviour

Integrating the worlds of work and learning

Involving employers in designing curricula and delivering education

Integrating the worlds of work and learning

Compared to purely government-designed curricula taught in exclusively school-based systems, learning in the workplace offers important advantages

Degrees have a future

But there will also be many good alternatives giving give people more control over what they learn, how they learn, where they learn and when they learn

A shift in assessment from providers of educational services to users of educational services

  • Employer-driven and skills-based certification are on the rise, including digital badges, microcredentials, LinkedIn certificates, Big data
  • An emerging coalition of employers and students to confront the monopoly of education institutions over qualifications
  • Skills gradually replace qualifications in recruitment; and companies expand their skills assessment practices.

Engage employers, unions and other stakeholders to strengthen links between educational programmes and labour market needs.

Engage employers

Recognise that small and medium enterprises (SMEs) often find it difficult to provide sustained and substantial support for work-based VET

In Norway firms collectively promote apprenticeships

Norway

Training offices are owned collectively by companies and operate at county level or focus on specific trades

They support apprentices

  • Searching for new places
  • Supervising companies with apprentices
  • Training staff involved in supervision
  • Signing apprenticeship contract on behalf of smaller companies and become accountable for completion

In Switzerland firms may share apprentices

Switzerland

Groups of firms organised into vocational training associations share apprentices, reducing the financial and administrative burden on firms. In each association one firm takes responsibility for apprentices

Switzerland subsidises these associations during the first three years

Integrate work-based learning systematically into all vocational programmes

Work-based learning

The mandatory principle (all programmes should contain a significant element of work-based learning)

Best if systematic, credit-bearing and quality assured

Make funding dependent on existence of partnerships

The costs and benefits of work-based learning can vary greatly

Draw on employer perspectives to...

  • assess whether content of curricula and qualifications meet current labour market needs
  • guide their adaptation to emerging requirements
  • develop qualifications and workplace training arrangements

Employer perspectives

Ensure that organisations for employers represent the diverse perspectives found among employers

  • Employers as a whole have very strong interest in general transferable skills, while individual employers and sectoral groupings often have narrower interests.
  • Trade unions have incentives to ensure that existing workers have access to good-quality training and have transferable skills but also have incentives to limit access to occupations

A vocational teaching workforce containing a balance of teaching skills and up-to-date industry knowledge and experience

Build adequate transversal skills into vocational programmes

Transversal skills

‘Contextual learning’ of basic skills integrates the acquisition of literacy and numeracy into vocational learning

Find the appropriate role for government that supports the interests of students and balances the perspectives of employers and unions.

Role of government

Provisions that match labour-market needs

Match

  • Good information on labour-market needs
  • Mechanisms linking provision to needs
  • Diversity of offerings and pathways
  • Engagement of social partners

High quality delivery

Delivery

  • Provide comprehensive education and training for employability, including foundation, social- and technical skills
  • Ensure that VET teachers and trainers have both pedagogical skills and up-to-date technical expertise
  • Provide adequate quality assurance and monitor labour-market outcomes

Reliable, competency-based qualifications

Qualifications

  • Developed together with labour market actors and reflecting labour market needs
  • Qualifications that are nationally consistent but allow for a locally negotiated element
  • High quality assessments

Guidance

Career guidance to deliver effective advice to all

Effective career guidance

Effective guidance

  • Recognise that rapidly evolving jobs and careers have expanded career opportunities, but choices are becoming harder, and career guidance is therefore becoming both more important and more demanding.
  • Provide reliable and impartial sources of guidance so that young people do not have to rely on informal sources of guidance.
  • Develop effective guidance services that can yield large returns by developing the career-related skills, self-awareness and self-esteem which lead to rewarding choices.

Coherent, independent and comprehensive guidance profession

Independent profession

  • Develop a separate profession of career advisors.
  • Ensure that career advisors have: a good knowledge of labour markets, careers and learning opportunities; the ability to find young peoples' interests, aptitudes and objectives so as to help them make choices which are both realistic and fulfilling; the competencies to help individuals to manage their own careers
  • Develop a qualification system for career advisors
  • Preserve their independence of guidance professionals from the institutions (such as schools) in which they are based

Support guidance with resources, information and evaluation

Information and evaluation

  • Deliver key elements of guidance pro-actively to all students, so that students can be supported by one-to-one guidance by professionals when they make key career decisions.
  • Regularly update information sources to identify emerging occupations and areas of skills shortage, as well as current and potential areas of skills oversupply and redundancy.
  • Properly evaluate career guidance initiatives to establish the case for effective resourcing and identify how best to employ those resources.

Activating skills and using skills effectively

Use of reading skills at work

Using skills

effectively

Strengthening skills systems

Strengthening

skills systems

Making skills everybody's business

Limited communication and trust between ministries and levels of government

Lack of co-ordination between agencies

Complex and lengthy procedures for sharing information

Barriers

Lack of political willingness and support for a whole of government approach

Conflicting funding arrangements

Governments alone can only achieve so much

Policy responses

In conclusion

Prioritising investments

Combining short- and long-term considerations

A lifecycle perspective

A whole-of-government approach

Aligning perspectives of stakeholders

High quality initial education and lifelong learning

High quality foundations

  • Investing in high quality early childhood education and initial schooling, particularly for children from disadvantaged backgrounds
  • Financial support targeted at disadvantage
  • Opportunities and incentives to continued development of proficiency, both outside work and at the workplace

Make learning everybody’s business

Everybody's business

  • Governments, employers, workers and parents need effective and equitable arrangements as to who does and pays for what, when and how
  • Recognise that individuals with poor skills are unlikely to engage in education on their own and tend to receive less employer-sponsored training

We used to learn to do the work, now learning is the work

Linking learning and work

  • Emphasis on workbased learning allows people to develop hard skills on modern equipment and soft skills through real-world experience
  • Employer engagement in education and training with assistance to SMEs
  • Strengthen relevance of learning, both for workplace and workers broader employability

Allow workers to adapt learning to their lives

Flexibility

  • Flexibility in content and delivery (part-time, flexible hours, convenient location)
  • Distance learning and open education resources
  • Labour-market arrangements that facilitate effective skill use and address skill mismatches
  • Encourage mobility to optimise skill match .

Identify those who can benefit from learning most

Targeting

  • Disadvantaged adults need to be offered and encouraged to improve their learning
  • Foreign-language migrants
  • Older adults
  • Show how adults can benefit from improved skills, both economically and socially .

Improve transparency

Transparency

  • Easy-to-find information about adult education activities
  • Combination of easily searchable, up-to-date online information and personal guidance and counselling services
  • Less educated workers tend to be less aware of the opportunities
  • Recognise and certify skills proficiency .

Guidance

  • Timely data about demand for and supply of skills
  • Competent personnel who have the latest labour-market information at their fingertips to steer learners
  • Qualifications that are coherent and easy to interpret

Help employers make better use of workers skills

Use

  • Flexible work arrangements that accommodate workers with care obligations and disabilities
  • Encourage older workers to remain in the labour market
  • Encourage employers to hire those who temporarily withdrew from the labour market
  • Governments can influence both employer competitiveness strategies and product-market strategies, which determine in what markets the company competes

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