1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

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

10. 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.

11. 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

12. 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

13. 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.

14. 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?

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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