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

2. 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 – June 2015

3. 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 – June 2015

4. 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 – June 2015

5. 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 – June 2015

6. 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 – June 2015

7. 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 – June 2015

8. 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 – June 2015

9. 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 – June 2015

10. 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 – June 2015

11. 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 – June 2015