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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
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)
Developing
the right skills
The future of work and skills
Empowering
Disempowering
Homogenising
Particularising
Democratising
Concentrating
Mean digital exposure
Problem-solving skills improve with prolonged digital exposure
Most digital workplace
Least digital workplace
Enhance forms of learning
Increase task content variety
Increase cognitive skill use
Value added
Problem-solving skills in technology-rich environments
Instead of qualifications-oriented education up-front
Learn
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
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
Recognise that small and medium enterprises (SMEs) often find it difficult to provide sustained and substantial support for work-based VET
Training offices are owned collectively by companies and operate at county level or focus on specific trades
They support apprentices
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
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
A vocational teaching workforce containing a balance of teaching skills and up-to-date industry knowledge and experience
‘Contextual learning’ of basic skills integrates the acquisition of literacy and numeracy into vocational learning
Guidance
Use of reading skills at work
Using skills
effectively
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
Lack of political willingness and support for a whole of government approach
Conflicting funding arrangements
Governments alone can only achieve so much
Prioritising investments
Combining short- and long-term considerations
A lifecycle perspective
A whole-of-government approach
Aligning perspectives of stakeholders