Recognition of knowledge and skils and labour market

1. Recognition of knowledge and skils and labour market ph. d. Dejan Hozjan dejan.hozjan1@guest.arnes.si

2. Structure of presentation • Lifelong Learning • Concept of RVC • RVC and labour market • RVC in OECD countries

3. Main question Why has the recognition of non-formal and informal learning become a such a burning issue these days?

4. Answer ? “Europe should become the most competitive and dynamic knowledge based economy in the world, capable of sustainable economic growth, with more and better jobs and greater social cohesion” (Lisbon strategy 2000) “There is an increasing evidence that countries realise that their qualifications systems need to be able to change and evolve to meet rapidly-changing needs in the world of learning and in the labour market” (OECD 2005)

5. Definition of Lifelong Learning “all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective” (Memorandum on Lifelong Learning 2000)

6. Formal Learning Informal Learning Learning Systems Non-Formal Learning Definition and elements of Lifelong Learning 100 AGE 0 AGE

7. Elements of Lifelong Learning Formal learningis normally acquired through organised and structured programmes delivered via schools and other providers and is recognised (certificate and diplomas) by means of qualifications or part of qualifications.

8. Formal education – database -

9. Elements of Lifelong Learning Non-formal learningis acquired through organised programmes or courses but it is not typically recognised by means of qualifications nor does it lead to certification.

10. Nonformal education – database -

11. Nonformal education – database -

12. Nonformal education – database -

13. Nonformal education – database -

14. Nonformal education – database -

15. Nonformal education – database -

16. Nonformal education – database -

17. Elements of Lifelong Learning Informal learningis acquired outside of organised programmes and courses and is picked up through daily activities relating to work, family, community, gender relations, village life, or leisure, sport and recreation. Informal learning is often referred to as experiential learning and can to a certain degree be understood as non-intentional and incidental.

18. Informal education – database -

19. Informal education – database -

20. Informal education – database -

21. Definition of recognition of learning Recognition of learning - The process of recording achievements of individuals arising from any kind of learning in any environment; the process aims to make visible an individual’s knowledge and skills so that they can combine and build on learning achieved and be regarded for it.

22. Correlation with others topics Accreditation – The process by which a (non-) governmental body evaluates the quality of an educational institution as a whole or of a specific educational programme in order to formally recognize it as having met certain predetermined minimal criteria or standards.

23. Correlation with others topics Institutional Accreditation: The terms refer to the accreditation of the whole institution, including all its programmes, sites, and methods of delivery, without any implication as to the quality of the study programmes of the institution. Accreditation of Prior Learning: The process by which individuals are awarded credit toward qualifications based on their prior learning and (sometimes) experience (also called experiential learning).

24. Correlation with others topics Certification of competencies - The process of formally validating knowledge, know-how and/or competences acquired by an individual, follows a standard assessment procedure.

25. Correlation with others topics Validation of non-formal and informal learning - The process of identifying, assessing and recognizing a wider range of skills and competences which people develop through their lives and in different contexts through education , work and participation in civil society organisations.

26. Knowledge Economy “An economy that creates, adapts and uses knowledge effectively for its economic and social development.”

27. Knowledge Economy 1. Ability to create, access and use knowledge is becoming fundamental determinant of global competitiveness 2. Key elements of “Knowledge Revolution” - Increased codification of knowledge and development of new technologies - Closer links with science base/increased rate of innovation/shorter product life cycles - Increased importance of education and life-long learning - Innovation and productivity increase more important in competitiveness & GDP growth - Increased Globalization and Competition

28. Knowledge Economy Rep. of Korea Difference attributed to knowledge Difference due to physical and human capital Ghana

29. Knowledge Economy

30. Labour market Changes from 90¨s New view on knowledge and production Changes of jobs From qualification to competences Unemployment Motivation for education

31. Labour market Changes in Job SkillsUSA, 1960 - 1998

32. Labour market Trend of employment

33. RVC and labour market Benefits of RVC 1. Entrance into formal sistem for further education or training 2. Improvement of the learners eligibility in the labour market 3. Certification by enterprises of prior lerning and experience 4. Transfer of skills between diferent spheres such as education, work and home 5. Enhancing universal basic education

34. RVC of non-formal and informal learning in OECD 1. National frameworks supporting the proces of RVC 1.1. Countries with a legally based framework - Korea, Finland, France, Australia, Austria, Iceland, New Zeland, Benin, Maldives, Philippines, Netherlands, Equador 1.2. Countries without a national framework but with certification activities that follow the formal national curricula - Czech Republic, Africa, Egypt, Togo, Oman, Rwanda

35. RVC of non-formal and informal learning in OECD 1. National frameworks supporting the proces of RVC 1.3. Countries without a framework - Macedonia, Poland, Latvia, Kenya,Madagascar, Tobago, Palestine, Germany

36. RVC of non-formal and informal learning in OECD 2. Coordination modalities in RVC 2.1. RVC as a shared responsibility - Iceland, Ireland, Norway, Netherlands, Korea, Mexico, Equador, France, Germany 2.2. Predominance of industry in RVC - Australia, Tobago 2.3. Predominance of public authorities and government in RVC - Macedonia, Bangladesh, Palestine

37. RVC of non-formal and informal learning in OECD 3. Examples of programmes 3.1. Non-formal education programmes - Philippine, Maldives, Bhutan, Togo, Palestine, Rwanda, Mexico 3.2. Programmes for entry into formal apprenticeship and training - Benin, Iceland, Finland, Austria, France, Tobago, Iceland 3.3. Programmes counducted under comprehensive national qualification frameworks - New Zeland

38. RVC of non-formal and informal learning in OECD 3. Examples of programmes 3.4. Programmes adopting a more open and global approach - Switzerland, Germany 3.5. Accreditation programmes for disadvantaged groups - Egpyt, Ecuador 3.6. Work oriented programmes - Cyprus, Czech Republic, Netherlands, Korea

39. RVC of non-formal and informal learning in OECD 4. What kind of skills are acknowledged? 4.1. Recognition of skills in daily life settings - Cambodia, Central African Republic, Ireland, Egypt, Switzerland, Australia, Tobago, Germany, Madagascar 4.2. Recognition of competences in the context of non-formal educational programmes - Philippines, Cambodia, Cyprus, Bhutan, Bangladesh, Maldives, Oman, Malawi, Palestine, Rwanda, Mexico, Benin, Togo 4.3. Recognition of vocational skills - Finland, Austria, Iceland, Korea, Surinam, France

40. RVC of non-formal and informal learning in OECD 5. How should these competences be assesed? 5.1. Asessment methods - Bangladesh, Benin, Cambodia, Republic Central Africa, Ecuador, France, Germany, Iceland, Ireland, Malawi, Maldives, Mexico, New Zeland, Oman, Palestine, Rwanda, Switzerland, Tobago,

41. RVC of non-formal and informal learning in OECD 6. Benefits of RVC 6.1. Entrance into formal sistem for further education or training -Iceland, Wsitzerland, Maldives, New Zeland, Palestine, Rwanda, France, Mexico, Iceland 6.2. Improvement of the learners eligibility in the labour market - Norway, Benin, Malawi, Australia, Netherlands, Palestine, France, Iceland 6.3. Certification by enterprises of prior lerning and experience - St. Lucia

42. RVC of non-formal and informal learning in OECD 6. Benefits of RVC 6.4. Transfer of skills between diferent spheres such as education, work and home - all European countries 6.5. Enhancing universal basic education - Bhutan, Togo, Bangladesh, Egypt, Mexico

43. Conclusion Limit of transferring highly developed structures of RVC in diference education sistems 2. Importance of metacompetences 3. Holistic approach by RVC of indiviual learning (not only labour market) 4. Problem of reduction competences on school outcomes

44. European qualifications framework ph. d. Dejan Hozjan dejan.hozjan1@guest.arnes.si

45. Main question How will the European Qualifications Framework impact on national qualifications frameworks?

46. Structure of presentation • Definitions of framework • History of EQF • Future of EQF • Types of “qualifications”frameworks • Definitions of EQF • Background of the EQF • Developing of the EQF

47. Structure of presentation • Implications of the EQF • The EQF and HE • Developing of the NQF • Precondition of the NQF • Benefits of the NQF etc.

48. 1. Definition of framework Framework - logical structure for classifying and organizing complex information

49. 1. Definition of framework Clasification - process, which classifies the units into groups so that the units in same group are similar and different from units in another groups

50. 1. Definition of framework Goal of framework