Asia Pacific Competency Framework Issues for Discussion Consultation Meeting on the Regional Guidelines on the Role of Community Learning Centres and Adult Competencies for Lifelong Learning 13 September 2016, Bangkok, Thailand

Common reference framework Identify, define and put together a set of key skills and competencies critical to Asia-Pacific citizens’ personal development, employability and active citizenship in an increasingly knowledge-based society

Uses of competency framework Motivation for learners to participate in learning programs designed to promote specific sets of knowledge, skills and values Guide for education planners and providers such as CLCs Can be used in formal, non-formal and informal education settings Adopt the competency framework in consideration of specific needs and contexts of different learners Promote inter-sectoral collaboration in learning programs

Asia-Pacific contexts Need for decent work, green skills and future work skills Health promotion across ages, with huge need for ageing population Conflict and need for respect for diversity, social cohesion and peace building Climate change impact and urgency towards sustainability

Four Pillars of Learning plus 3 Learning to Learn – “transferable” skill that supports the remaining pillars and encourages learners to be responsible for their further learning – as an individual and collective duty Learning to Transform – learner examines the status quo critically, with the aim of changing the current situation for a better life Learning to Become – encompasses all learning outcomes, enabling learners to develop both as individuals and as members of a wider and more inclusive society

Foundational Competencies 4 Pillars of Learning (+3) Sustainability Climate Change Adaptation & Mitigation Civic Literacy Global Citizenship Digital literacy Empowering Work Competencies Health and Well-Being PROPOSED ASIA PACIFIC COMPETENCY FRAMEWORK

Empowering work skills for 21st century skills Foundational components: Knowledge and Skills refer to what one knows and can do. Mindsets are beliefs that shape how one makes sense of the world Values are the lasting beliefs about what is good or bad and what is important in life Self-regulation relates to cognitive flexibility, awareness of internal experiences and perspectives of others, and skills that support goal attainment Applied competencies: Intrapersonal – understanding oneself, reflect on experiences and emotions and express outwardly Interpersonal – interaction with others to accomplish individual or collective goals Cognitive - enable individuals to solve problems, make decisions and create new ideas Joyce Foundation 2015

Health literacy Obtaining, interpreting and understanding basic health information and services Using such information and services in ways that are health enhancing Understanding preventive physical and mental health measures, including proper  diet, nutrition, exercise, risk avoidance and stress reduction Using available information to make appropriate health-­related decisions Establishing and monitoring personal and family health goals Understanding national and international public health and safety issues

What knowledge, skills, values/behaviors are required based on your country and community contexts?

Global citizenship UNESCO (2014) identifies the set of knowledge, skills and behavioral capacities: Understanding of multiple levels of identity, and potential for a ‘collective identity’ transcending individual cultural, religious, ethnic or other differences A deep knowledge of global issues and universal values such as justice, equality, dignity and respect Cognitive skills to think critically, systemically and creatively, recognizing different dimensions and perspectives of issues; Non-cognitive skills - social skills such as empathy and conflict resolution, communication skills, networking and interacting with people of different backgrounds, origins, cultures and perspectives Behavioural capacities to act collaboratively and responsibly to find global solutions for global challenges, and to strive for the collective good.  

Civic literacy Civic literacy encompasses knowledge of government and the role of citizens—as well as the motivation, disposition and skills for civic participation: • Understanding of government processes and the local and global implications of civic issues • Knowing how to exercise the rights and obligations of citizenship at the local, state and national levels • Staying informed • Participating effectively in civic life

Digital literacy (citizenship) Understanding how to stay safe and secure online Knowing how to find, evaluate, manage and create digital content (also known as digital literacy, or information, media and technology skills) Understanding how to participate intelligently and ethically as a responsible citizen in online communities Understanding the rights and responsibilities of a digital citizen

Education for sustainable development Key understanding Key skills Key attitudes • Interdependence of society and life on our planet • Limited carrying capacity of our planet • Value of biological, social and cultural diversity in maintaining wellbeing of planet and society • Rights and responsibilities in a sustainable society • Role of equity and justice in a sustainable society • Presence of risks and the need for precaution in making decisions about our planet and our society • To understand the relationships and connections between issues in order to make decisions and solve problems in a joined-up way • To enable co-operation and collective decisions even where views and power may not be distributed evenly • To think critically about problems, issues and situations and to shift from how to make things less unsustainable to systems and lifestyles to achieve sustainability. • Confidence to take actions and make a positive difference • Appreciation that individual behaviour must be balanced by our responsibilities as members of a wider society • Seeing humanity as part of a natural world with limits and living in harmony with it as a resource for human development • Respect for the biological, social and cultural diversity that is fundamental to our world • Caring for self, for others, for living things, and for our planet.

Recommendations What are missing? What should be changed? – Use ESD as overarching framework How can it be used in the community and country contexts? What should be done to make the competency framework more useful for your policy makers and education providers?

Key Factors to Transform CLCs Issues for Discussion Consultation Meeting on the Regional Guidelines on the Role of Community Learning Centres and Adult Competencies for Lifelong Learning 14 September 2016, Bangkok, Thailand

Outline of the Paper Rationale – why we are producing the paper History and work of CLCs –successes and challenges Locating CLCs in lifelong learning system and in the new agenda and ‘rethinking education’ Role of CLCs in helping communities deal with community/learners experiences related to climate change, migration, conflicts, ICTs Foundational framework – LLL Areas/key factors to transform CLCs in line with these developments

Key factors for transforming CLCs - Relavance Job opportunities learning programs Collaboration with stakeholders in the community to implement programs Take advantage of OPPORTUNITIES to IMPROVE programs Participation of learners in all processes and institute feedback systems Quality assurance for variety of programs – health, arts, sports, trainings Building learning environments to encourage participation – civic participation, support for women, linked to community action NGOs Local government and Chamber of Commerce

Key Factors: Access and Participation LOCATION accessible to ALL people Daycare and other SUPPORT for mothers Address BARRIERS to participation (language) FLEXIBILITY to address differentiated needs and contexts DISSEMINATE information on programs of CLCs ICTs for off-site and other learning methods to reach out to learners

Key Factors: Management Setting up metrics to show evidences of success System of monitoring, assessment, evaluation Transference of management skills System of motivating and professional development of teachers, facilitators and volunteers Collective management NUMBER of programs KINDS of programs # and basic PROFILE of learners Learners’ NEEDS

Recognition, Validation and Accreditation Certificate for every program completed Link programs to formal education such as MOE and registered training institutes Partnership with local and national government in setting up RVA Seamless path of formal-non-formal-informal Tap expertise in setting up equivalency and qualification framework PRIVATE SECTOR work skills depending on sector Quality assurance based on kind of program

Sustainability National laws and policies on CLCs and LLL Structure within government to support CLCs Sustained financing from national-local government and donors Finance benchmarks for fully-costed programs Community participation in all aspects of program Linkages with business sector – apprenticeship, sponsorship, trainings in work place

CLCs in Context Migration Certification of prior knowledge and completion Trainings to upgrade knowledge and skills Equivalency of knowledge and skills to move from one country to another Role of host country to certify skills and provide cultural integration programs CLCs promotion of rights of migrant workers Information age/ICTs CLCs as physical and digital spaces for learning Open learning-distance learning Role of CLCs in facilitating access to different digital platforms Collaboration in digital platforms – knowledge use and production CLCs participants – can be from online courses