1. An International Overview Simon Field Project Leader, The Organisation for Economic Cooperation and Development (OECD)

2. Skills beyond School Simon Field OECD The Second National Vocational Education and Training Conference at the Skills Show Birmingham, 13 November 2014 www.oecd.org/education/VET 2

3. 3

4. 4 School University Work

5. 5 School University Work Professional education and training

6. What kinds of programmes? Shorter 6 months to 2 years postsecondary programmes Professional examinations Professional bachelor degrees 6

7. 7 ?

8. 8 Whats in a name? That which we call a rose By any other name would smell as sweet.

9. 9 Percentage of adults aged 20 – 45 who have short ‑ cycle professional education and training as their highest qualification (OECD survey of adult skills)

10. OECD reviews of vocational education and training 10 32 country studies published since 2007 OECD reviews have become a global benchmarking standard for vocational education and training systems. More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed

11. 11

12. 12

13. Learning and jobs: two worlds? 13

14. Postsecondary vocational provision: some common challenges Weak institutional basis Fails to meet the needs of adults Transitions and articulation Recognition of prior learning 14

15. B ut I am going to talk about two really big challenges Workbased learning… …and qualifications and assessment. 15

16. Learning and jobs: two worlds? 16

17. Learning and jobs: two worlds? 17

18. 18 The mandatory principle All vocational programmes should contain a significant element of workbased learning

19. What’s the point of qualifications? Signalling job skills to employers. Regulating access to certified occupations. Reducing the search costs of jobseekers. A vehicle for employers to influence programme content. 19

20. Qualifications that work Not too many of them. Balancing national consistency and local flexibility. Supported by robust final assessments. Making use of competence based approaches. 20

21. Thank you! Simon.field@oecd.org. 21 www.oecd.org/education/VET

22. An International Overview Simon Field Project Leader, The Organisation for Economic Cooperation and Development (OECD)

23. Skills beyond School Simon Field OECD The Second National Vocational Education and Training Conference at the Skills Show Birmingham, 13 November 2014 www.oecd.org/education/VET 23

24. 24

25. 25 School University Work

26. 26 School University Work Professional education and training

27. What kinds of programmes? Shorter 6 months to 2 years postsecondary programmes Professional examinations Professional bachelor degrees 27

28. 28 ?

29. 29 Whats in a name? That which we call a rose By any other name would smell as sweet.

30. 30 Percentage of adults aged 20 – 45 who have short ‑ cycle professional education and training as their highest qualification (OECD survey of adult skills)

31. OECD reviews of vocational education and training 31 32 country studies published since 2007 OECD reviews have become a global benchmarking standard for vocational education and training systems. More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed

32. 32

33. 33

34. Learning and jobs: two worlds? 34

35. Postsecondary vocational provision: some common challenges Weak institutional basis Fails to meet the needs of adults Transitions and articulation Recognition of prior learning 35

36. B ut I am going to talk about two really big challenges Workbased learning… …and qualifications and assessment. 36

37. Learning and jobs: two worlds? 37

38. Learning and jobs: two worlds? 38

39. 39 The mandatory principle All vocational programmes should contain a significant element of workbased learning

40. What’s the point of qualifications? Signalling job skills to employers. Regulating access to certified occupations. Reducing the search costs of jobseekers. A vehicle for employers to influence programme content. 40

41. Qualifications that work Not too many of them. Balancing national consistency and local flexibility. Supported by robust final assessments. Making use of competence based approaches. 41

42. Thank you! Simon.field@oecd.org. 42 www.oecd.org/education/VET