Classification of learning activities ETS WG, 22-23 January 2004 Agenda Item 8 document ETS08.02

Education and Training Statistics WG, 22-23 January 2004 Context 2001 Eurostat TFMLLL report: There certainly seems to be a need for the development of specific Classifications of non-formal and informal learrning activities. This would make it possible to cover the whole range of learning using the ESS sources. 2002 Decision by the Directors of Social Statistics to give the green light for the development of Adult Education Statistics (and Survey). 2003 The UN Expert Group on International Economic and Social Classifications (meeting in New York on 8-10 December 2003) on Educational classifications recommended that: the classification and reporting of non-traditional educational and/or recreational and life-long learning activities should be addressed and solved. The UNESCO Institute for Statistics (UIS), Eurostat and ILO should be involved in this task. Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 Objective Develop an operational classification of learning activities and manual, taking into account: ISCED existing classifications of learning activities (Time Use Survey, Labour Force Survey ad hoc module etc) the results of the CEDEFOP project Harmonised list of learning activities Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 Structure Sections 1-2: introductory - « stocktaking »  (CLA survey of ETS WG) Sections 3.1 - 4.2: Key concepts, criteria and broad categories (main outcome of discussions in T3G and TF AES) Sections 4.3-4.4: Statistical units and detailed categories (initial proposal based on discussions but not discussed until now) Section 5: Possible cross classifications with CLA (Based on the list of "Classifications for Lifelong learning" - T3G.) Section 6: Practical implementation Initial proposal– to be redrafted Annexes 1 and 2: cases/examples (for the testing phase) Annex 3 : characteristics of learning activities (conceptual framework) Education and Training Statistics WG, 22-23 January 2004

Learning Random Learning Informal learning Formal education Non formal Family, socially or self-directed Media and communication Education and Training Statistics WG, 22-23 January 2004

Learning activity (scope of CLA) Single Learning Activity Key concepts (Lifelong) learning Learning activity (scope of CLA) Single Learning Activity Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 (Lifelong) learning EU definition: Lifelong learning encompasses all activity undertaken with the aim of learning Learning=improvement in knowledge, skills and competence, within a personal, civic, social and or employment related perspective ISCED97: Learning=improvement in behaviour, information, knowledge, understanding, attitude, value or skills Education and Training Statistics WG, 22-23 January 2004

Learning activity (scope of CLA) Learning Activities = any activities of an individual organised with the intention to improve his/her knowledge, skills and competence Intentional learning = a deliberate search for knowledge, skills, competences or attitudes (Intention formulated before starting the activity (by learner or other) Organised learning = planned in a pattern or sequence with explicit or implicit aims. Predeterminated learning guidelines (subject, method, duration, evaluation of goals). Intentional learning will always have an organised action and a subject to learn. Education and Training Statistics WG, 22-23 January 2004

Scope of CLA Random Learning Informal learning Formal education Non formal education Family, socially or self-directed Media and communication Education and Training Statistics WG, 22-23 January 2004

Single Learning Activity SLA is a learning activity which is characterised by unity of method and subject” (Method in the sense of organisational arrangment) The SLA is the basic theoretical building block with which all learning activities can be captured and described. Education and Training Statistics WG, 22-23 January 2004

Single Learning Activity Education and Training Statistics WG, 22-23 January 2004

A course: a set of SLA on one subject Education and Training Statistics WG, 22-23 January 2004

A programme: a set of different SLA Education and Training Statistics WG, 22-23 January 2004

Individual learning map Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 Broad categories Formal Education Non-Formal Education Informal learning Informal learning Formal education Non formal Education and Training Statistics WG, 22-23 January 2004

Informal learning vs education Education is “institutionalised” i.e. there is an organisation providing structured arrangements (including a student-teacher-relationship) especially designed for education and learning” Informal learning is not Informal learning Formal education Non formal Education and Training Statistics WG, 22-23 January 2004

Non-formal education vs formal education In Formal education the completion of the learning activity leads to a learning achievement that is possible to position within the National Framework of Qualification (NFQ). Informal learning Formal education Non formal Education Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 Decision chart Activity Intention to learn YES Institutionalised YES NO included in NFQ NO YES NO not learning Informal learning Non-formal educ. Formal educ. Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 Classifying Classifying units into “methods”/organisational arrangement Different units and different classes are used for each broad category Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 Classifying Broad category Statistical unit: method/organisational arrangement Classes Formal Programme ISCED Non Formal Programme, Course, SLA Course Other Informal SLA Informal arrangements Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 next steps – what? Tasks 1. Finalise and refine concepts 2. Agree on draft detailed categories 3. Finalise the draft manual 4. Test the classification by applying it: to constructed cases to cases identified in the framework of the 2003 LFS ad hoc module on lifelong learning module to cases and categories used in existing national adult education surveys 5. Produce the final classification and manual Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 next steps – how? Create a “CLA expert group” responsible for testing and finalising the CLA (Countries are asked to express their interest to participate) Co-operate with other European and international bodies in the framework of the CLA expert group (ILO, UIS, OECD, CEDEFOP). Co-operate with UIS and ILO in the framework of UN work on international educational classifications Education and Training Statistics WG, 22-23 January 2004

Education and Training Statistics WG, 22-23 January 2004 The ETS WG is invited to comment on the classification and the manual taking into account the different levels of development of the different sections advise Eurostat on the next steps for the testing and the implementation of the CLA Education and Training Statistics WG, 22-23 January 2004