“Creating New Opportunities through Literacy and Recognition of Non-formal and Informal Learning” Dr. Patrick Werquin Professor, CNAM, Paris and Independent Consultant Formerly Senior Economist, OECD (Education) Formerly Programme Specialist, UNESCO (Education)

Agenda Main Idea and Background: Literacy, Adult Learning and Recognition of Non-formal and Informal Learning (RNFIL) Terms and Concepts: Literacy and Recognition Rationale: Literacy and RNFIL Analysis of RNFIL: Cost/Benefit; RNFIL vs. Training Applications: Examples from Country Practice Critical Factors for Sustainability Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Qualifications Systems as a Policy Tool With Mike Coles (QCA) For a short summary see: / pdf Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Main Conclusions (in 2007) Together with: – Qualifications Frameworks – Credit Transfer Systems – Involvement of all Stakeholders – Information and Guidance – … … recognition of non-formal and informal learning is (RNFIL) is a potential mechanism to promote Lifelong Learning Therefore: new OECD activity ( ) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Main Conclusions (in 2007) Together with: – Qualifications Frameworks – Credit Transfer Systems – Involvement of all Stakeholders – Information and Guidance – … … recognition of non-formal and informal learning is (RNFIL) is a potential mechanism to promote Lifelong Learning Therefore: new OECD activity ( ) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Adult Learning Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Adult Learning: Main Lessons Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December General under provision  - Motivation (of adults) is the main issue

Enrolment in Educational Institutions by Age Group Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Adult Literacy: IALS, ALL, (PIAAC)° Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Adult Literacy: What is it? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December Real competencies unknown… - … but there is a need to know them - We need to know them, in short, for policy action - Qualification vs. competences - Initial education and training vs. adult learning

Adult Literacy: What is it? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December How skills are acquired and lost? - How policies can shape the process of skill formation, especially in view of the increasing orientation of structural funds towards human capital objectives? - Target groups and individuals most in need not necessarily observable - Technological progress => Communication easy and cheap, innovation, KE - Wider benefits (social inclusion, citizenships issues)

Adult Literacy: What is it? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December Not a basic threshold of reading ability. -No longer “Can you read?” but “How well do you read?”.

Adult Literacy: What is it? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 The ability to understand and employ printed information in daily activities, at home, at work and in the community to achieve one's goals, and to develop one's knowledge and potential.

Adult Literacy: What is it? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December Skills that are teachable - Skills that can be learned - Skills used to facilitate other activities - Skills important to learning other new skills -Skills that are individual attributes that form the basis of independent action -In short: foundation skills, needed to learn further

Adult Literacy: What is it? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December domains : PROSE DOC(ument) QUANT(itative) - 20 Countries or Regions. - 6 years of work ( , 1996 and 1998).

Adult Literacy: What is it? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December From 0 to 500 in the 3 domains (PROSE, DOC and QUANT) - Scores have been grouped so as to show different skills in different levels of proficiency. - 5 Levels: -Level 1: 0 and 225 -Level 2: 226 and 275 -Level 3: 276 and 325 -Level 4: 326 and 375 -Level 5: 376 and 500

The 5 Levels in Detail  Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 Level 1 indicates persons with very poor skills, where the individual may, for example, be unable to determine the correct amount of medicine to give a child from information printed on the package. Level 2 respondents can deal only with material that is simple, clearly laid out, and in which the tasks involved are not too complex. It denotes a weak level of skill, but more hidden than Level 1. It identifies people who can read, but test poorly. They may have developed coping skills to manage everyday literacy demands, but their low level of proficiency makes it difficult for them to face novel demands, such as learning new job skills. Level 3 is considered a suitable minimum for coping with the demands of everyday life and work in a complex, advanced society. It denotes roughly the skill level required for successful secondary school completion and college entry. Like higher levels, it requires the ability to integrate several sources of information and solve more complex problems. Levels 4 and 5 describe respondents who demonstrate command of higher- order information processing skills.

The 5 Levels in Short Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 Levels 1 and 2: Represent a shortfall relative to the desirable minimum. Level 3: Minimum suitable (everyday life, workplace, modern society) Levels 4 and 5: Good handling and processing of information

Distribution of Literacy US DNK SWE US CAN Patrick Werquin, International Conference CERI-OECD, Evidence from the IALS, Paris, 13 February 2008 Distribution of Literacy

Adult Literacy: What is it? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December Who is at Prose Level 1: - Low Ed. Attainment -With vocational preparation - Rather feminine - Rather old - More often single - Low income - Also at Document Level 1 - Do NOT go to library or concert - More often born abroad - De ny having issues with literacy

Adult Literacy: Main Lessons Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December Large proportion of individuals with a low level of literacy (Best=Sweden: 25% at level 1) - Low level people deny the issue - The “mismatch”:

Among AdultsLow LiteracyHigh Literacy Low educational attainment High educational attainment 40% 10% Adult Literacy: the Mismatch Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Among AdultsLow LiteracyHigh Literacy Low educational attainment High educational attainment 40% 10% Adult Literacy: the Mismatch There are self-learners Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Main Idea behind RNFIL Recognising all learning outcomes, whatever the context (whether formal, non-formal or informal) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Issues and Questions What is it? How do you measure it? How do you assess it? What is recognition? Who does it? Does it work? How much does it cost? Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Based on an OECD Activity in… … 22 countries on the 5 continents: Australia, Austria, Belgium-Flanders, Canada, Chile, Czech Republic, Denmark, Germany, Greece, Hungary, Iceland, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Slovenia, South Africa, Spain, Switzerland and the United Kingdom (Same issues, different responses) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Possible Outcomes of RNFIL RNFIL has value in the lifelong learning (LLL) system and in the labour market, e.g: – Exemptions (academic prerequisite) – Credits (toward a qualification) – Interim qualification (toward a qualification) – Partial qualification (some component of a job) – Full qualification/certification Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Terms Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 Many terms (in English): – RPL (Australia, South-Africa, Ireland…), PLAR (Canada), APL or APEL (UK…)… – RAS (Recognition of Acquired Skills ) – (Recognition of previous knowledge  ) – Recognition of Learning Outcomes

Terms and Concepts Many terms (English): –RPL (Australia, South-Africa, Ireland…), PLAR (Canada), APL or APEL (UK…)… –RAS (Recognition of Acquired Skills) or RAC (Recognition of Acquired Competences): BEL-Flanders –(Recognition of previous knowledge  ) –Recognition of Learning Outcomes: EU Other languages: –EVC (Flanders, Netherlands…), VAE (France), RANFI (Mexico), Acreditación and Certificación (Spain)… Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Terms (cont’d) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 Other languages: -Anerkennung von non-formalem und informellem lernen (Austria, Germany) - EVC (Flanders, Netherlands…) - Validation (VAE, France) - RANFI (Mexico), Acreditación (Spain) - Japan (no name!!!) - Italy (varies by Province) - Nordic European countries (also varies)

Recognition of What: NFIL Many definitions of NFIL  - Not consensual  Formal learning: Structured in terms of content, scheduling, organisation and financing Informal learning: Not structured, never intentional Non-formal learning: Varies a lot (the least consensual  ): in between formal and informal, with variations to allow for national/regional/local or sectoral specificities) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Recognition Recognition too has many meanings  Keyword: here it’s social recognition : whether outcomes have value and are used in the society, in the labour market typically? (not specific to RNFIL). (As soon as you agree, you have issues because this not happening - Not yet appealing to young people for them to drop out from school) Key issue: recognition does not necessarily mean a high level of formalisation, but it needs some (continuum of outputs, from self esteem to qualifications for the labour market). Where quality assurance comes in!! Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Definitions: Recommendations Do not waste time Better to focus on learning outcomes, as opposed to just learning: it’s easier. A key concept that EQF and RNFIL have in common. Better to focus on non-formal and informal learning, as opposed to formal learning: it’s more innovative/promising (and not already done) Better to focus on recognition, as opposed to just non-formal and informal learning: it’s easier because it’s visible(process) In short: “recognition of non-formal and informal learning outcomes” is what matters And recognition does not necessarily means “highly formalised” Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Rationale (Labour Market and LLL) Time and Cost (cheaper, not free, not cheap) Untapped human capital Motivation (not starting from scratch) Demography… Job matching Unqualified individuals/workers may have skills Crisis (assessment a good start before reskilling) Certificates awarded by vendors>Certification MOE Employers do it all the time (practical/informal) In short: a lot has to do with competences, qualifications and the labour market Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Main Rationale Creating new routes to qualifications! Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 But why do we need more qualifications?

Rationale: A More Qualified Labour Force! Visibility of skills, knowledge and competences Skills shortages (availability or… visibility) Distribution of qualifications, occupational mobility Regulated occupations, and labour markets ISO processes (quality) Public contracts Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Rationale: A Policy Tool Time and Cost (untapped human capital) Motivation (not starting from scratch) Demography… Employers do it all the time (practical/informal) Consistent with qualifications frameworks (outcomes) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Rationale: A Policy Tool Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 It’s flexible: continuum of outputs, from self assessment (portfolio) to full certification Job matching Training has a cost (RNFIL is cheaper) Unqualified individuals/workers may have skills Motivator for resuming formal studies Crisis (assessment a good start before reskilling) Certificates awarded by vendors>Certification MOE

How Does it Work? Here again, approaches vary a lot. Common patterns: Information and guidance Documentation Assessment (full) Certification/Qualification (or not) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

How Does it Work in Detail? In detail: Information and guidance (needs vary a lot) Documentation (Portfolio, previous jobs or training periods…) Assessment (Portfolio - Simulation, Observation, Written tests, Interview, Panel…) (full) Certification/Qualification (or not) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

How Does it Work and the labour market? The labour market is everywhere: Information and guidance (information or even decisions often come from employers, colleagues, unions) Documentation (many documents come from previous jobs/employers) Assessment (many methods involve the workplace) (full) Certification/Qualification (or not) (mainly useful in the labour market) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

RNFIL and NQF/EQF Creating new routes to qualifications! (Developing existing (formal) routes) It is NOT about awarding underserved qualifications to everybody (frequently heard comment)  Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Link between VET/LM and RNFIL Visibility of skills, knowledge and competences Skills shortages (availability or… visibility) Distribution of qualifications Regulated occupations ISO processes Public contracts Many of these arguments can also be used for establishing a qualifications framework Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Applications of RNFIL Type of Application Exemplar Countries Typical Examples Second chance school certificate (Higher Education) Canada, Mexico, Norway, Chile, Spain GED, Bachillerato, adult education referenced to school system Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Applications of RNFIL Type of Application Exemplar Countries Typical Examples Second chance school certificate (Higher Education) Canada, Mexico, Norway, Chile, Spain GED, Bachillerato, adult education referenced to school system Entry to higher education South Africa, UK, Belgium (Flanders) Universities working together (CENEVAL), access to higher education courses Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Applications of RNFIL Type of Application Exemplar Countries Typical Examples Second chance school certificate (Higher Education) Canada, Mexico, Norway, Chile, Spain GED, Bachillerato, adult education referenced to school system Entry to higher education South Africa, UK, Belgium (Flanders) Universities working together (CENEVAL), access to higher education courses Exemptions from formal programmes (Higher Education) Hungary, Chile, UK, Belgium (Flanders) Modular higher education programmes, with exemptions available, specific credits. University discretion over exemptions Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Applications of RNFIL Type of Application Exemplar CountriesTypical Examples Labour competence certification Netherlands, Germany, South Africa, Belgium (Flanders) Exceptional procedures to allow those with established competence to gain existing formal qualification Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Applications of RNFIL Type of Application Exemplar CountriesTypical Examples Labour competence certification Netherlands, Germany, South Africa, Belgium (Flanders) Exceptional procedures to allow those with established competence to gain existing formal qualification VET system redesign Spain, Mexico, Hungary, Australia, UK Creation of RNFIL- friendly qualifications Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Applications of RNFIL Type of Application Exemplar CountriesTypical Examples Labour competence certification Netherlands, Germany, South Africa, Belgium (Flanders) Exceptional procedures to allow those with established competence to gain existing formal qualification VET system redesign Spain, Mexico, Hungary, Australia, UK Creation of RNFIL- friendly qualifications Discrete applications Belgium (Flanders), Hungary, Canada, Greece, Germany ECDL, language certificates, professional bodies Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Country Practice in Short Some countries have a legal framework Some don’t Some countries recognise academic knowledge, skills and competences (Portugal) Some focus on competences for the labour market Some may award full qualifications on the basis of recognition of non-formal and informal learning, many do not Some use existing standards (from the world of education), some create specific ones (close to the labour market needs) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Cost-Benefit Model Cost/Benefit Exchange Value of Learning Benefit (L) Cost (L) Benefit (C) Cost (C) VLVL Vc Main idea: comparing Learning (L) and Certified learning (C) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Recognition vs. Training Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Recognition vs. Training (cont’d) Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Barriers to RNFIL Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 Work on barriers, some clearly psychological: Legitimacy of NFIL (culture shift) Credibility (“undeserved” award) Understanding what it is about (“you will give degrees to everybody”) Input process unknown (therefore not quality assured) Many actors and stakeholders are against RNFIL: universities (fear of competition), employers (upward pressure on wages), trade unions (reduced commitment to learning) Shift from learning to assessment Ownership of the standards

Critical Factors for Sustainability Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 Clear rhetoric Clear definitions, clear (mutually exclusive) concepts Information, advice and counselling Legal framework or social consensus Piloting/Evaluation (Data…  ) “Physical” support: [e-]portfolio and the like (ProfilPASS, Competence passport/card…), certification Assessment methods: examinations, simulation, observation, interview (standards…)

Critical Factors for Sustainability Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 Financing and fees Quality assurance Dedicated assessment centre(s) Appropriate definition of objectives and expected outcomes: exemptions, credits, full qualification Qualification for RNFIL officers/staff/assessors Critical mass for opening a recognition process “Group” recognition of NFIL (even if fundamentally a concept for an approach by individual)

Critical Factors for Sustainability Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011 Do NOT oversell the concept: Recognition of NFIL may not be suitable for people without knowledge, skills and competences Recognition of NFIL will not directly create economic growth Recognition of NFIL does not create the skills, knowledge and competences it is meant to recognise… even if … it is still a learning process Recognition of NFIL is not free (not even always cheap, but cheaper than formal learning) Recognition of NFIL is probably not a universal solution

M e r c i Questions and comments please to:

Read More? Slander Veronika (with Primoz Hvala Kamenscek, Meta Slander and Barbara Kuncic), New OECD Activity on Recognition of non-formal and informal learning, Draft Country Background Report for SLOVENIA. August. Mernagh Edwin, Fred Séchaud and Patrick Werquin, Recognition of non-formal and informal learning in Slovenia, Country Note prepared for the OECD activity. Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Read More? Werquin P., “The Missing Link to Connect Education and Employment: Recognition of Non-formal and Informal Learning Outcomes”, Journal of Education and Work. (forthcoming) Charraud AM. and P. Werquin, 2011.The Implementation of a National Qualifications Framework and a Regional Qualifications Framework in ECOWAS Countries, Policy Document prepared for the UNDP, Dakar, Senegal Werquin, P. and C. Wihak, Islands of Good Practice: Recognising Non-formal and Informal Learning, in Harris J. (ed.), “Researching Recognition of Prior Learning”, NIACE, UK. Werquin P., Recognition of Non-formal and Informal Learning: Country Practices, OECD, Paris, February, 65 p., Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Read More? Werquin Patrick (2010). Recognising Non-formal and Informal Learning: Outcomes, Policies and Practices, OECD-Publishing, Paris, 91 p. Recotillet Isabelle and Patrick Werquin (2009). “The French VAE: Recognition of Non-formal and Informal Learning as a Visa for a Job?”, European Journal of Vocational Training, N° 48, 2009/3. (forthcoming) AULT.asp AULT.asp Werquin Patrick (2009): “Recognition of Non-formal and Informal Learning in OECD Countries: an Overview of Some Key Issues.” In: REPORT, No. 3, online.net/english/start/ online.net/english/start/ Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Read More? Werquin Patrick (2008). “Recognition of Non-formal and Informal Learning in OECD Countries: A Very Good Idea in Jeopardy”, Lifelong Learning in Europe, , p Werquin Patrick (2007). “Moving Mountains: Will Qualifications Systems Promote Lifelong Learning”, European Journal of Education, Vol. 42, No. 4, p. 459– Werquin, Patrick (2007): “Terms, Concepts and Models for Analysing the Value of Recognition Programmes.” Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Read More? Werquin P., “Moving Mountains: Will Qualifications Systems Promote Lifelong Learning”, European Journal of Education, Vol. 42, No. 4, p Coles M. and P. Werquin, “National Qualifications Systems to Modernise VET Systems”, in: Descy, P. and M. Tessaring (eds.), Fourth report on VET in Europe. Luxembourg. OCDE, “Qualifications for Lifelong Learning”, OECD Policy Brief, March. OCDE, Qualifications Systems: Bridges to Lifelong Learning, OECD Publishing, 282 p. Miyamoto K. and P. Werquin, Participation in Adult Learning – Another Look at the Story the Numbers Tell, Working paper, OECD, Directorate for Education, Paris. Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011

Read More? OCDE and Statistics Canada, Learning a Living, OECD Publishing, Paris, 339 p. OCDE, Promoting Adult Learning, OECD Publishing, Paris, 171 p. Werquin P., “Literacy: Words Count”, The OECD Observer, N° 251, p , September. OCDE, Beyond Rhetoric: Adult Learning Policies and Practices, OECD Publishing, Paris, 269 p. Pont B. and P. Werquin, “Literacy in a Thousand Words”, The OECD Observer, N°. 223, p , October. OCDE and Statistics Canada, Literacy in the Information Age, OECD Publishing, Paris. Dr. Patrick Werquin, Creating Opportunities through Literacy and Recognition, SIAE, Ljubljana, 7 December 2011