Lifelong Learning in the Knowledge Economy Lifelong Learning International Forum Shanghai Pudong, 15 December 2004

Outline Why is lifelong learning a must? What does it entail? New pedagogical approaches Building a lifelong learning system

1. Why lifelong learning is a must The global knowledge economy is characterized by –Acceleration of innovation and application of knowledge as determinant of productivity –Growing competition, with quality not just price increasingly important in determining competitive advantage Which implies rapid and continuous re-structuring of the economy and firms and upgrading of the labor force

Changing labor market needs Higher skill levels

Premium on learning Relative earning gaps are increasing Female

Changing labor market needs Higher skill levels Flexibility to adapt to change –including the ability to learn and unlearn continuously

Changes in Job Task-Skill Demands USA, Source: Autor, Levy, and Murnane (2003) “The Skill Content of Recent Technological Change: An Empirical Exploration,” Quarterly Journal of Economics.

OECD Average

Needed skills and competencies General education –Reading, writing and basic maths –Sciences, technology, informatics, foreign languages Methodological skills –Ability to learn and think autonomously –Analytical thinking and problem solving –Creativity –Communication –Teamwork and ability to work within heterogeneous groups

Needed skills and competencies (II) Using tools interactively Use language, symbols, and text interactively Use knowledge and information interactively Use technology interactively Professionally relevant skills Citizenship skills and values

2. What LLL entails Lifecycle approach Expanded learning environment

Framework for Lifelong Learning Learning Systems Formal Learning 80 AGE 0 AGE Informal Learning Non-Formal Learning

Lifecycle approach Expansion of pre-school programs Universal completion of primary education Expand secondary, rethink vocational/general education divide and articulate better with tertiary Make tertiary education more diverse Expand affordable access to learning opportunities – at home, in school and on job Improve education and labor market linkages

Finland and Korea: Balanced Expansion of Educational Attainment

China Population over 15 years old % 1% 31% 1% 34% 65% 3% 45% 52%

Korea and China % 1% 31% 1% 34% 65% 3% 45% 52% % 3% 17% 49% 42% 9% 18% 55% 26%

3. New Pedagogical Approaches Focus on learning rather than teaching New and varied modalities for learning Learning tailored to needs of individuals Teacher as guide and facilitator Reliance on advanced education technology in appropriate ways

changing pedagogy (distributed learning)  Teaching Learning  Teacher Mentor or Coach  Student Learner  Synchronous Asynchronous  Passive Active  Linear Nonlinear  Scheduled On-demand Teaching material Achieving a Learning Goal

Diversity of learning modalities Face to face / distance education / mixed mode Learning autonomously Interactive learning Learning by doing Learning from peers Learning in teams

Harnessing Technology o Multimedia (educational radio, TV, CD- ROM, DVD) o Internet (education webs) and wireless access o Mobile phones

Pedagogical Applications Increased access to learning opportunities  training of teachers  more learning options  access to knowledge resources Enhanced quality of content and delivery  learning by doing  team work and collaboration  self-directive learning  continuously updated curriculum

Distance education

Open educational resources Educational resources freely available on the web for use, reuse and adaptation oText, images, audio, video oOpen source software (learning management systems, tools) Focused on teaching, learning and research (courseware, modules, collections, journals, books, data, etc.)

MIT’s OpenCourseWare

Chinese Open Resources for Education

Virtual communities of learning

4. Building a lifelong learning system Multiple providers Multiple paths Articulation Qualification framework Financing Governance

Multiple providers –Traditional universities and non- university institutions (public / private) –Long distance / online providers –Franchise universities –Corporate education and training –Media companies, libraries, museums & secondary schools –Education brokers

Multiple paths Learning at school Studying in two institutions simultaneously Studying and working simultaneously Learning on the job On campus and/or through distance education Combining degree & non degree

Articulation Bridges, credits and modules Combination of qualifications Information and career counseling Closer linkages between education / training institutions and the labor market Flexible financing

Mechanisms to facilitate mobility European Credit Transfer System Singapore Mechatronics Certificate Korean Credit Bank

The Credit Bank System in Korea Open educational system Recognition of learning acquired in- school and out-of-school Degree granting Fully recognized degrees

Graduation Ceremony at the Korean Credit Bank

Qualifications framework Measure of competencies Occupational standards Recognition of competencies acquired out of formal institutions (on the job, on one’s own) Accreditation of institutions Integration of multiple certification systems Adoption / adaptation of international standards and assessments (i.e. PISA, TIMSS, ALL, ISO 9000)

Importance of information & career counseling  Labor market information observatory  Career guidance offices (public and private)  Job prospects  Training requirements  Costs

Financing Lifelong Learning Increased expenditures but limited public resources Benefits are private and social ==) both targeted subsidies and market mechanisms needed New variety of financing mechanisms that are accessible, affordable, sustainable, market-based (vouchers and loans) Mix of subsidized programs and cost-sharing schemes (State, individual, firms)

Sample LLL Financing Who paysWho FinancesInstrument Learner Savings Account PrivatePrivate Loan PublicGovt. Guaranteed Loan EmployerPrivateTraining Levy PublicEmployer graduate tax Government Vouchers, Tax Credits

Governance for Lifelong Learning Learning policies as part of comprehensive cross- sectoral knowledge strategy Learner choices and needs driving system Promote quality assurance, cross-sectoral coordination, and partnerships Public – private partnerships Less government regulation and public provision Strengthen pluralism, accountability, transparency, and decentralization Focus on equity

Conclusion: then and now FromTo Sectorial visionMulti-sectorial coordination Control and regulationsSupport and partnerships Rigid programs Place students Multiple options and pathways Inform and orient learners Focus on institutionsFocus on learners Common curriculumHeterogeneous, with quality assurance Strict rulesIncentives

World bank Lifelong Learning Website