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

2. 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, January 2004

3. 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, January 2004

4. Education and Training Statistics WG, 22-23 January 2004
Structure
Sections 1-2: introductory - « stocktaking » 
(CLA survey of ETS WG)
Sections : Key concepts, criteria and broad categories
(main outcome of discussions in T3G and TF AES)
Sections : 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, January 2004

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

6. 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, January 2004

7. 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, January 2004

8. 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, January 2004

9. 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, January 2004

10. 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, January 2004

11. Single Learning Activity
Education and Training Statistics WG, January 2004

12. A course: a set of SLA on one subject
Education and Training Statistics WG, January 2004

13. A programme: a set of different SLA
Education and Training Statistics WG, January 2004

14. Individual learning map
Education and Training Statistics WG, January 2004

15. 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, January 2004

16. 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, January 2004

17. 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, January 2004

18. 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, January 2004

19. 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, January 2004

20. 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, January 2004

21. 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, January 2004

22. 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, January 2004

23. 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, January 2004