Lifelong Learning and Lisbon strategy

1. Lifelong Learning and Lisbon strategy ph. d. Dejan Hozjan dejan.hozjan1@guest.arnes.si

2. Main Goal of Lisbon Strategy “the most competitive and dynamic knowledgebased economy in the world”

3. Knowledge economy • The global knowledge economy is characterized by: • Acceleration of innovation and application of knowledge as determinant of productivity • Growing competition, with quality not just price increasingly important in determining competitive advantage • Which implies rapid and continuous re-structuring of the economy and firms and upgrading of the labor force

4. Changing labour market needs • Higher skill levels • Flexibility to adapt to change • including the ability to learn and unlearn continuously

5. Needed skills and competences • General education • Reading, writing and basic maths • Sciences, technology, informatics, foreign languages • Methodological skills • Ability to learn and think autonomously • Analytical thinking and problem solving • Creativity • Communication • Teamwork and ability to work within heterogeneous groups

6. Needed skills and competences • 3. Using tools interactively • Use language, symbols, and text interactively • Use knowledge and information interactively • Use technology interactively • 4. Professionally relevant skills • 5. Citizenship skills and values

7. Lifecycle approach • Expansion of pre-school programs • Universal completion of primary education • Expand secondary, rethink vocational/general education divide and articulate better with tertiary • Make tertiary education more diverse • Expand affordable access to learning opportunities – at home, in school and on job • Improve education and labor market linkages

8. Building of lifelong system • Multiple providers • Multiple paths • Articulation • Qualification framework • Financing • Governance

9. Multiple providers • Traditional universities and non-university institutions (public / private) • Long distance / online providers • Franchise universities • Corporate education and training • Media companies, libraries, museums & secondary schools • Education brokers

10. Multiple pths • Learning at school • Studying in two institutions simultaneously • Studying and working simultaneously • Learning on the job • On campus and/or through distance education • Combining degree and non degree

11. Articulation • Bridges, credits and modules • Combination of qualifications • Information and career counseling • Closer linkages between education / training institutions and the labor market • Flexible financing

12. Qualifications frameworks • Measure of competencies • Occupational standards • Recognition of competencies acquired out of formal institutions (on the job, on one’s own) • Accreditation of institutions • Integration of multiple certification systems • Adoption / adaptation of international standards and assessments (i.e. PISA, TIMSS, ALL, ISO 9000)

13. Financing of Lifelong Learning • Increased expenditures but limited public resources • Benefits are private and social ==) both targeted subsidies and market mechanisms needed • New variety of financing mechanisms that are accessible, affordable, sustainable, market-based (vouchers and loans) • Mix of subsidized programs and cost-sharing schemes (State, individual, firms)

14. Governance of Lifelong Learning - sample • Learning policies as part of comprehensive cross-sectoral knowledge strategy • Learner choices and needs driving system • Promote quality assurance, cross-sectoral coordination, and partnerships • Public – private partnerships • Less government regulation and public provision • Strengthen pluralism, accountability, transparency, and decentralization • Focus on equity

15. Financing of Lifelong Learning - sample

16. 1. goal – Participation in Lifelong Learning By 2010, the European Union average level of participation in lifelong learning should be at least 12.5% of the adult working-age population (25-64 age group).

17. Percentage of population aged 25-64 participating lifelong learning, 2004

18. Percentage of population aged 25-64 participating lifelong learning, 2004

19. Percentage of population aged 25-64 participating lifelong learning, 2002-2004

20. Progress of Lifelong Learning Benchmark 2010 = 12,5 % (in 2012)

21. 2. goal – Eary School Leavers By 2010, an EU average ratio of no more than 10% early school leavers should be achieved.

22. Share of the population aged 18-24 with only econdary education and not in education or training

23. Share of the population aged 18-24 with only secondary education and not in education or training

24. Progress of Eary School Leavers Benchmark 2010 = 10 % (in 2022)

25. 3. goal – Reading Litearcy By 2010, the percentage of low-achieving 15-year-olds in reading literacy in the EU should have decreased by at least 20 % compared to the year 2000.

26. Percentage of pupils with reading literacy proficiency level 1 and lower in the PISA reading literacy scale

27. Percentage of pupils with reading literacy proficiency level 1 and lower in the PISA reading literacy scale (2003)

28. Percentage of pupils with reading literacy proficiency level 1 and lower in the PISA reading literacy scale (2000-2003)

29. Progress of reading literacy Benchmark 2010 = 15,5 % (never)

30. 4. goal – Completition of Secondary Education By 2010, at least 85% of 22-years old in EU should have completed secondary education.

31. Percentage of those aged 20-24 who have successfully completed at least secondary education

32. Percentage of the population (20-24)having completed at least secondary education, 2004

33. Percentage of the population (20-24)having completed at least secondary education, 2002-2004

34. Progress of Completition of Secondary Education Benchmark 2010 = 85 % (in 2027)

35. Conclusions

36. European and national qualification frameworks ph. d. Dejan Hozjan dejan.hozjan1@guest.arnes.si

37. Main question Why we need European or national qualification frameworks?

38. Structure of presentation • Definition and function of QF • Background of the EQF • Developing of the EQF • Functions of the EQF • The EQF as meta-frame work • Implications of the EQF • The EQF and HE • Developing of the NQF • Precondition of the NQF • Benefits of the NQF

39. Definition of qualification framework Qualification Framework (QF)is ’the single description, at national level of an educationalsystem, which is internationally understood and throughwhich all qualifications and other learning achievement may be described and related to each other in a coherent way and which defines the relationship between education qualifications.’ (Bologna Working Group on Qualifications Frameworks, Chapter 2, p31)

40. Definition of qualification framework Qualification Framework (QF)isframework describing a common reference for quality assurance and development in education and training by describing knowledge, skills personal and professional competences. Learning outcomesis set of knowledge, skills and/or competences an individual acquired and/or is able to demonstrate after completion of a learning process.

41. Functions of qualification frameworks • Translation device for comparing qualifications • Neutral reference point based on learning outcomes * ‘New-style’ qualifications frameworks are based on external reference points: levels, level indicators, learning outcomes, qualifications, qualifications descriptors, benchmark statements, etc.

42. Backgound of the EQF • Great Britain and Scotland – discussion in 1980s 2. Labour market and mobility

43. Developing of the EQF Bologna and Copenhagen Focus on Qualifications Refects and explicit need Expert group Consultation – not a final recommendation

44. Functions of the EQF • Translation device for comparing qualifications as a Meta Framework Translation device for comparing qualifications as a Meta Framework • Neutral reference point based on learning outcomes • Facilitates credit transfer and quality assurance • Basis for National and Sector qualification comparison and development

45. The EQF as meta-framework EQF NQF NQF NQF NQF NQF etc etc Q Q Q Q Q Q Q Q Q Q Q Q Q

46. 5 9 1 3 2 4 8 6 5 3 6 4 2 1 7 3 2 8 7 5 6 1 4 The EQF as meta-framework Country B Country A EQF Qualifications (A) Qualifications (B)

47. Outputs EQF emphasis is on LEARNING OUTCOMES  neutral reference point Learning Inputs Traditional reference systems based on INPUTS The EQF and learnig outcomes

48. The EQF and curriculum development • focusses on the competence/outcome orientation (hence linked to micro-/macro-module definition and concept) • provides a „check-list“ of competencies to consider and develop • tries to ensure adequate degree niveau

49. Implications of EQF • For Employers: • Better skilled workforce • More flexible workforce • Culturally different – Technically identical • Ability to chose skill level (EQF) for job

50. Implications of EQF • For Employers: • Better skilled workforce • More flexible workforce • Culturally different – Technically identical • Ability to chose skill level (EQF) for job