Item 5.3 – Classification of learning activities (CLA) Philippe Lombardo Eurostat F5 Education and Training Statistics Working Group – 16-17 June 2015

Education and Training Statistics Working Group – 16-17 June 2015 Outline 1- Brief recall of the history of the CLA 2- Main changes explained 3- Call for contributions (cases description) 4- ‘Adoption’ procedure Education and Training Statistics Working Group – 16-17 June 2015

1- Rationale for the update of the CLA Meeting Comments Conclusions 2012 ETS working group (June 2012) Issues raised mostly for FED and NFE Improvements suggested due to the 2011 AES implementation (duration criterion for FED, guided-on-the-job training…) Ways to move forward discussed, some of which have been taken on board in the present update Recommendations made, to be further discussed at the ISCED workshop in 2013 2013 ISCED workshop (February 2013) Additional issue raised: link with other classifications and in particular the European Qualification Framework Links between classifications should be established more clearly Recommendations, but acknowledgement that it is not easy to reach overall coherence AES Task Force (May 2014) Definitions in CLA should remain simple, easy to understand/implement Some improvements already used while implementing 2011 AES Work on CLA to be resumed later on (other priorities during the last TF meeting) Education and Training Statistics Working Group – 16-17 June 2015

2- Main changes explained (1/6) * Definitions  ISCED 2011 Updates of some key definitions, full consistency with ISCED 2011 Items concerned Type of change Section in ISCED 2011 Lifelong learning (page 8) Definition §14 Deliberate action for learning (page 9) Reference §12 Organised learning (page 10) §15 Fields of education and training (page 11) New classification Annex IV Course (page 11) Glossary Programme (page 12) §11 Formal and non-formal education and training (page 13) Definitions §36 and §39 Recognition of formal programmes (16) §36 Hierarchy level for formal education and training (page 17) §47 National and European Qualification Frameworks (page 19) §25 Education and Training Statistics Working Group – 16-17 June 2015

2- Main changes explained (2/6) * Operational criteria classifying for FED/NFE/INF More clearly stated: proper list based on the report of the TF on measuring lifelong learning + Unesco manual on NFE (1996)   Criteria Formal Non-formal Informal (a) Intention to learn X (b) Organisation (c) Institutional framework and location (d) Hierarchy level-grade structure ('ladder') (e) Admission requirements (f) Registration (X) (g) Teaching/learning methods (predetermined/not flexible) (h) Duration of at least 6 months and scheduling (i) Programmes recognised by the relevant national education or equivalent authorities Education and Training Statistics Working Group – 16-17 June 2015

2- Main changes explained (3/6) * Reference to NFQ removed, substituted by 'Programmes recognised by the relevant national education or equivalent authorities' (= ISCED 2011) NFQ  qualification-oriented (educational attainment) Programmes  participation NFQ not necessarily existing in all countries (yet). NFQ has a 'broader' coverage than ISCED’s definition of FED => New summary decision-making flow chart => 2016 AES manual to be updated accordingly Education and Training Statistics Working Group – 16-17 June 2015

Recognised programme* 2- Main changes explained (4/6) Informal Recognised programme* YES Institutionalised Intention to learn Learning activity Out of scope Non-formal** Formal NO *Recognition by relevant national authorities **Non-formal programmes can sometimes lead to a formal qualification Education and Training Statistics Working Group – 16-17 June 2015

2- Main changes explained (5/6) * Duration criterion for FED 'Minimum duration of one semester' Already applied in many countries for 2011 AES (?) In line with other data collections collecting FED (LFS, UOE) Coherent with the proposal for the standardised social variable on 'Participation in education and training' (see item 8,2) Education and Training Statistics Working Group – 16-17 June 2015

2- Main changes explained (6/6) * Borderline NFE/INF Guided-on-the-job training and presence of a tutor GOJT (outcome of AES Task Force, in 2016 AES manual) is work-based (takes place at the workplace) is planned periods of training takes place with the presence of a tutor or instructor is organised (or initiated) by the employer is an individual-based and practical activity Presence of a tutor not enough to classify a learning activity as non-formal (the institutionalised criterion is indispensable) Education and Training Statistics Working Group – 16-17 June 2015

3- Call for contributions Annex to the CLA  case descriptions National examples which proved to be relevant are welcome to share within the CLA Especially for INF (part of the AES which was reported as difficult to collect by many countries) Education and Training Statistics Working Group – 16-17 June 2015

4- ‘Adoption’ procedure The ETS working group is invited to: Take note of the history and rationale for the update Approve the general approach at the meeting and comment on the draft updated CLA by the end of August Provide additional examples especially on informal learning (for the annex to the manual) Adopt the CLA through a written procedure in September (consolidated version after the round of consultation) Education and Training Statistics Working Group – 16-17 June 2015