Implementation of the Strategy of Lifelong Learning in the Czech Republic “The Role of National Qualifications Systems in Promoting Lifelong Learning With Special Attention to Recognition of Non-formal and Informal Learning: Evidence and Emerging Issues in OECD Countries” Dr. Patrick Werquin Senior Economist Conference, Prague, 12 June 2008

Agenda -The role of national qualifications system (NQS) in promoting lifelong learning (LLL) -Pressures for change -Policy Responses involving NQS -Mechanisms to promote more and better LLL -Recognition of non formal and informal learning Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Agenda -The role of national qualifications system (NQS) in promoting lifelong learning (LLL) -Pressures for change -Policy Responses involving NQS -Mechanisms to promote more and better LLL -Recognition of non formal and informal learning Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Synopsis. Good supplyExcellent supply ? NQS LLL Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008 This link is identified as mechanisms

Participating countries -Provided a country background report: Australia, Belgium (French speaking), Denmark, France, Germany, Greece, Ireland, Japan, Korea, the Netherlands, New Zealand, Portugal, Slovenia, Switzerland and United Kingdom (15) -Were involved through thematic groups: 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) Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Pressures for change (1/6) Broad economic pressures Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June discrepancy between job training and qualifications => Qualifications Framework and standards - global economic trends or local needs (needs to be responsive to innovation, development of enterprise, human capital, skills shortages…) - qualifications systems: seen as having the potential to better link education and work - Pressures from enterprises (full range of qualifications, basic skills…) - Promotion of greater mobility creates pressure on national qualifications systems

Pressures for change (2/6) International pressures Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June relative ranking in PISA/TIMSS/IALS/ALL - EU: recognition for labour mobility and mobility of learners => qualifications structures that are consistent with other countries (European Qualifications Framework) - parity between different recognition systems

Pressures for change (3/6) Demographic pressures or issues Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June Ageing - Immigration - Indigenous population

Pressures for change (4/6) Social and cultural pressures Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June not divorced from economic and demographic issues - learning for its own sake - behaviour, citizenship and democracy - broaden ways of gaining credit (recognition of non formal and informal learning) - more flexible vocational education and training for people in disadvantaged situations, for social inclusion and work - Matthew effect, SMEs => pressure on Qualifications systems to give upper secondary education

Pressures for change (5/6) Pressure from learners Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June communication - coherence - transparency

Pressures for change (6/6) Pressure from technological change Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June using opportunities created by the new technologies (most up to date production methods); - also for training and retraining; - technology has encouraged the growth of international qualifications;

Agenda -The role of national qualifications system (NQS) in promoting lifelong learning (LLL) -Pressures for change -Policy Responses involving NQS -Mechanisms to promote more and better LLL -Recognition of non formal and informal learning Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

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 Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Agenda -The role of national qualifications system (NQS) in promoting lifelong learning (LLL) -Pressures for change -Policy Responses involving NQS -Mechanisms to promote more and better LLL -Recognition of non formal and informal learning Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

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 lifelong learning - Some issues are specific to certain stakeholder groups (important for policy formulation) - The evidence is used to create a list of mechanisms Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

A check list for policy makers (growing awareness of NQS as a policy tool for LLL)

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 Recognising non-formal and informal learning 10) Recognising non-formal and informal learning Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

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 Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Ex.: Recognising non-formal and informal learning Recognition systems for non-formal and informal learning make explicit the value of learning that is not assessed as part of a formal learning programme. This kind of recognition can act as a safety net for those who have not yet fully engaged with learning. Individuals with relatively low levels of formal achievement might be motivated to enter programmes and continue learning if their knowledge, skills and wider competences acquired through experience can be recognised and used to reduce the costs of qualification. 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. 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 non-formal and informal learning. Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Another ex.: Establishing a Qualifications Framework 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. Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Just Published (2007) Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008 For a summary see: cd/10/2/ pdf (Including elements about Czech Republic)

Agenda -The role of national qualifications system (NQS) in promoting lifelong learning (LLL) -Pressures for change -Policy Responses involving NQS -Mechanisms to promote more and better LLL -Recognition of non formal and informal learning Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Why do we need systems/processes for recognition of non-formal and informal learning (RNFIL)?

Why do we want to organise recognition programmes? Potential Benefits - No more lifetime jobs (Japan???) -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 and/or to (re)enter LLL system at the most optimal level) Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Why do we want to organise recognition programmes? Potential Benefits - 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) Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Why do we want to organise recognition programmes? Potential Benefits -Migration and mobility in general (workers, students) – Portability - Second chance (identify skills of poorly qualified people to certify them) – safety net Second chance for NEET people, for instance Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Why do we want to organise recognition programmes? Potential Benefits -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!!! -RNFIL does NOT create skills and competences, it make them visible if there are some!!! Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Why it doesn’t necessarily work (yet)?

Employers* -Employers may see wider skills supply if more learning is recognised in the workforce -May need workforce with qualifications (ISO, existing regulations and regulated labour market…) -But: -Is it less costly (time and money)? -This might lead to a reduction in commitment to formal training programmes -Ownership of the standards will may remain an issue for a long time; going beyond the standards even more of an issue Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Trade Unions - Sceptical – at best  - Shift of focus from learning to assessing Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

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 -Documenting skills may save some subsystems (Folk high schools in Norway???) -Although there may be increased direct and indirect costs involved in recognising non-formal and informal learning -May create additional qualifications (Mexico) -Ownership of the standards Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Providers of qualifications - OK!!!! OF COURSE -But same worries about cost… Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Individuals -Should see a lot of interest (employability, qualification, portability, mobility and promotion) -System not transparent -Access not easy -Information and guidance still lacking -Doesn’t happen for low qualified people – second Matthew effect => Individuals are not fully convinced yet, probably because not fully aware Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

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* Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

RNFIL: Some Preliminary Evidence

RNFIL: Emerging Evidence (1/3) -23 countries on the 5 continents, including Czech Republic -Labour market experience (VET) vs. Life experience -France (VAP in 1992->VAE in 2002), Iceland (nothing about working life, Slovenia: all about working life) -Importance of the economic context -Virtually no unemployment Norway, Iceland, Italy (heterogeneous) -Sustainability?? Usefulness?? -Qualifications framework: does it help? -Learning outcomes, EQF // Australia, Ireland, UK, South Africa... -Confusion between teachers and assessors, training? -Australia-Australia, Norway a bit better Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Emerging Evidence (2/3) -Involvement of stakeholders: Key element -Norway // - if not: law (Flemish Belgium, Slovenia...) // Italy (Tavola) -Creation of intermediary qualification: Way out -Partial qualification -But also full qualification at intermediate level (Mexico) -Practical recognition vs. Formal recognition -Informal recognition  // - UK, Australia // Italy (Valle d’Aosta) -Information and guidance -vs. Complexity // - All countries // Italy (very good: centrality of individual learners) Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Emerging Evidence (3/3) -Need for a clear rationale and a [national] rhetoric -Is it always good to codify all kind of learning? // Why do countries want to do it??? // Norway, Australia, Slovenia, Italy (??) -Existence of, or need for, a legal framework -A lot of countries have one -Standards for validating -Education vs. Labour market // Ownerships of the standards // Occupations standards to be up-to-date so that qualifications based on occupational standards do have value for employers -Recognition in Higher Education (University, exemptions) or not? -Korea (Credit Bank System), Belgium (exemptions), Italia (??) Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

Remember -T-The key issue is social recognition -T-The main objective of RNFIL is visibility of skills, knowledge and competences -R-RNFIL does NOT create the skills, knowledge and competences it aims at recognising -N-Nevertheless, RNFIL is a learning process -R-RNFIL does not directly impact on economic growth -H-However RNFIL is a solution for some people under certain circumstances -A-And a lot remains to be done (Publication end of 2008) Dr. Patrick Werquin, The Role of Qualifications Systems in Promoting LLL, Prague, 12 June 2008

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