1. Linkage of Public Employment Services (SPEs) with vocational education systems and information systems: Continuing Education System Leonardo Ormeño Ortiz Chief of Staff National Office December 2008

2.  The Chilean State agency which, in the area of non-formal education, implements public continuing education and employability support policies. SENCE  It links demand for training and job placement with national education industry opportunities and the country’s competitiveness and productivity needs.  It enables better educational histories to be developed, facilitating the achievement of higher levels of qualifications.  It helps reduce the time and cost of education relevant to productive sector demand and contributes to work history development.

3. SENCE QUALITY TRANSPARENCY EQUITY EFFICIENCY AND PROBITY DEVELOPMENT OF HUMAN CAPITAL ENHANCE EMPLOYABILITY INCREASE COMPANY PRODUCTIVITY DEVELOPING JOB SKILLS INFORMATIONCOUNSELINGPLACEMENT TRAINING OTEC OTIC COMPANIES OMIL SERVICES is a which, with contributes to the as it is a develops financing providing through operating through to by DEVELOPING VULNERABLE SECTORS TECHNICAL STATE AGENCY SYSTEM THAT OPERATES WITH PUBLIC RESOURCES LABOR BROKERAGE linking

4. SENCE Social programs Employment Training in companies Chile Califica (Continuing education) HOW WE DO IT Hiring bonuses Trainees Reintegration for those over age 40 Tax exemption Microentrepreneurs SME workers National Scholarship Program Bicentennial Youth Women heads of household Vulnerable groups Skill-based training Skill certification Raising standards Quality of technical training agencies (OTEC) Institutional strengthening

5.  Changing the paradigm in Sence’s institutional mission, wherein individuals and productive needs and interests focus on and link government and employment sector needs with the education industry  Consolidating a process of institutional change enabling ongoing training to be established as a fundamental principle of the development of the country’s human capital WHAT WE ARE DOING NOW  Change of approach: From purchasers of others’ initiatives to seekers of services that people need

6. BASES OF IMPLEMENTATION  Promotion and dissemination of the model to the public sector and OTECs (2,500 OTECs in Chile), technical training brokerage agencies (21 agencies nationwide), and productive sector and worker representatives.  Raising job skill standards ( 12 sectors – 256 profiles – 900 UCL)  Illustrative certification experiences (25,000) ACTIONS BEGUN TO IMPLEMENT THE SKILL-BASED MODEL

7. REORGANIZATION OF INSTITUTIONAL OPPORTUNITIES ACTIONS BEGUN …  Classification of skill-based training opportunities (450 courses)  Modularization of complementary services (assessment, internships, placement …)  Development of an electronic catalogue (542 providers – 52,000 opportunities)

8. INSTITUTIONAL STRENGTHENING  Formation of a planning and development team  Internal training  Integrated IT platform  Operational decentralization ACTIONS BEGUN …

9. Building institutional skills (technical guidance) Adapting products and instruments (Industry, SMEs, NTIC, Ministry of Education/Sence) WHAT ELSE WE ARE DOING Managing information (Databases – Promotion network) Making it possible to develop educational histories (Standardization authorities)

10. To be an organizing principle of the Continuing Education System (S.F.P.), taking up the challenge of directing non-formal education processes to ensure that individuals can reduce educational divides. To encourage more workers to obtain skill certification, enabling them to achieve, at lower cost and in less time, higher levels of qualifications, thus raising their income, and increasing their opportunities to participate, exercise rights, and contribute to economic and productive development and to the country’s competitiveness. WHAT DO WE WANT?

11.  The Continuing Education System (S.F.P.) is the institutional interrelationship of the national education sector that incorporates and links people’s educational outlooks and employability with the country’s competitiveness and productivity needs.  It is composed of a series of players, organizations, and initiatives involved in the world of education and training in Chile. More than programs … a system

12. The system identifies two major areas of action in education: 1. The formal education area, which includes regular education directed and supervised by the Ministry of Education. 2. The non-formal and informal education area, which includes job training and lifelong learning. AREAS OF ACTION (S.F.P.)

13. Recommendation 195 (ILO) The countries should implement human resources development polices that:  Facilitate employability;  Form part of measures designed to create decent jobs;  Attach priority to skill development, social inclusion, and poverty reduction;  Provide a national qualification framework that facilitates continuing education;  Promote equal opportunity for women and men.

14. Objectives of Chilean job training policy To increase employability, contributing to the formation of human capital in the country and focusing on lowest-income sectors To be an instrument that helps reduce unemployment To incorporate job training in a continuing education system whose organizing principle is job skill certification To make individuals the focus of job training decisions, so that they themselves design their lifelong educational pathways To strengthen the pertinence and quality of the country ’ s training opportunities. Respect for the needs of the productive sector and of human resources development

15. The country has lagged behind in the area of workforce qualification development 1. Shortage of basic skills in the workforce, manifested as low levels of schooling 2. Technical education at the secondary and tertiary levels of poor quality and little relevance 3. Training of poor quality and little relevance and focus 4. No linkage among formal, non-formal, and informal educational modalities 5. Lack of an integrated information system, useful to both those seeking and those providing training

16. Skill certification approach Adult education Technical training Job training Information systems Productive world We need to implement new institutional practices for the Continuing Education System to function Human capital ChileCalifica: Continuing Education System

17. Training system Remedial courses Technical education Job training ChileCalifica: Continuing Education System Labor market and training information system National labor skills certification system

18. Education demand information system National job skill certification system Identification, validation, and management of skills information Skill certification National qualifications framework (establish and update equivalencies between general and technical education at different educational levels, and the world of training and certification of skills acquired through experience) Productive and labor demand systems information system HIGHER EDUCATION EMTP CFT IP UNIVERSITIES NATIONAL TRAINING SYSTEM CONTINUING EDUCATION DECISION-MAKING SYSTEM: ChileCalifica Program Educational opportunity information system EDA TRADES ADULT GENERAL EDUCATION General education curriculum design Curriculum Implementation and opportunity development Ensuring the quality of opportunities TECHNICALEDUCATION

19. Recommended web pages: http://www.sence.cl http://www.chilecalifica.cl http://www.competenciaslaborales.cl http://proempleo.sence.cl/ http://www.bolsadeempleo.cl/ http://aprendices.sence.cl/ http://solidario.sence.cl/ http://www.infoempleo.cl/ http://www.futurolaboral.cl