Recognition of knowledge and skils and labour market

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Recognition of knowledge and skils and labour
market

• ph. d. Dejan Hozjan
• dejan.hozjan1_at_guest.arnes.si

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Structure of presentation

1. Lifelong Learning
2. Concept of RVC
3. RVC and labour market
4. RVC in OECD countries

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Main question

• Why has the recognition of non-formal and
  informal learning become a such a burning issue
  these days?

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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)

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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)
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Definition and elements of Lifelong Learning
100 AGE 0 AGE
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Elements of Lifelong Learning

• Formal learning is 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.

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Formal education database -
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Elements of Lifelong Learning

• Non-formal learning is acquired through
  organised programmes or courses but it is not
  typically recognised by means of qualifications
  nor does it lead to certification.

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Nonformal education database -
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Nonformal education database -
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Nonformal education database -
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Nonformal education database -
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Nonformal education database -
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Nonformal education database -
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Nonformal education database -
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Elements of Lifelong Learning

• Informal learning is 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.

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Informal education database -
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Informal education database -
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Informal education database -
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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 individuals
  knowledge and skills so that they can combine and
  build on learning achieved and be regarded for
  it.

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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.

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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).

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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.

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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.

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Knowledge Economy

• An economy that creates, adapts and uses
  knowledge effectively for its economic and social
  development.

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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

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

• Changes from 90s
• New view on knowledge and production
• Changes of jobs
• From qualification to competences
• Unemployment
• Motivation for education

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Labour market
Changes in Job SkillsUSA, 1960 - 1998

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Labour market
Trend of employment

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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

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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

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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

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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

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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

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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

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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

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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,

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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

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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

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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

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European qualifications framework

• ph. d. Dejan Hozjan
• dejan.hozjan1_at_guest.arnes.si

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Main question

• How will
• the European Qualifications Framework
• impact on national qualifications frameworks?

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Structure of presentation

• Definitions of framework
• History of EQF
• Future of EQF
• Types of qualificationsframeworks
• Definitions of EQF
• Background of the EQF
• Developing of the EQF

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Structure of presentation

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

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1. Definition of framework

• Framework - logical structure for classifying and
  organizing complex information

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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

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1. Definition of framework

• Goal of framework

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1. Definition of framework

• Types of variables
• Continuous variables - A variable for which it is
  possible to find an intermediate value between
  any two values.
• Discrete/categorial variables - A variable that
  is expressed in whole units or mutually exclusive
  categories.

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2. History of EQF

• 1. England (reform of VET)
• 2. New Zealand, Australia, Scotland
• 3. Mexico, Pacific Islands, West Indies, Namibia
  and Mauritius
• 4. South Africa (ILO, UNESCO, EU funds)
• 5. EU Members

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2. History of EQF

• 23.-24. March 2000
• Lisbon strategy
• By 2010 the European Union must 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.

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2. History of EQF

• 2004
• Development started following requests from EU
  Member States, social partners and stakeholders
  for a reference tool to make qualifications more
  transparent
• 2006
• - Blueprint (after Commission proposal) and wide
  consultation

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2. History of EQF

• 2008
• - Recommendation of the European Parliament and
  of the Council of 23 April 2008 on the
  establishment of the EQF for LLL

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3. Future of EQF

• 2010
• the recommended target date for countries to
  relate their national qualifications systems to
  the EQF
• 2012
• to ensure that all individual qualification
  certificates bear a reference to the appropriate
  EQF level

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4. Types of qualifications frameworks

• International qualifications frameworks

ISCED (International Standard Classificaction of
Education - UNESCO)
ISCO (International Standard Classificaction of
Occupations- ILO)
?
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4. Types of qualifications frameworks

• 1. Individual work 10. minutes

• Answer on questions
• What is framework about?
• How many levels have framework?
• What are indicators of levels?
• Why is this framework usefull?

2. Work in pairs 5. minutes
- Discuss about the similarities and differences
of qualifications frameworks
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4. Types of qualifications frameworks

• I S C E D

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4. Types of qualifications frameworks
I S C E D
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4. Types of qualifications frameworks
I S C E D
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4. Types of qualifications frameworks
I S C E D
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The structure of the education system in
Slovenia  
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4. Types of qualifications frameworks
I S C O
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4. Types of qualifications frameworks
I S C O
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4. Types of qualifications frameworks
I S C O
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4. Types of qualifications frameworks
ISCO
ISCED
EQF
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4. Types of qualifications frameworks

• 1. Individual work 10. minutes

• Compare European Qualifications Framework with
  ISCED or ISCO

2. Work in pairs 5. minutes
- Discuss about the similarities and differences
of EQF with ISCED or ISCO
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4. Types of qualifications frameworks
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4. Types of qualifications frameworks
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4. Types of qualifications frameworks

• EQF is a translation device between national
  qualifications in Europe.
• Levels of national qualifications will be placed
  at one of the eight reference levels.
• Each of the 8 levels is defined by a set of
  descriptors indicating the learning outcomes
  relevant to qualifications at that level in any
  system of qualifications.
• Learning outcomes are specified in three
  categories as knowledge, skills and competence.
• Focus on outcome, on what a person holding a
  particular qualification actually knows and is
  able to do.

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5. Definition of EQF

• European Qualification Framework (EQF) is
• the single description, at multinational level
  of an educational system, which is
  internationally understood and through which all
  qualifications and other learning outcomes may be
  described and related to each other in a coherent
  way and which defines the relationship between
  education qualifications.

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5. Definition of EQF

• Meta- framework (like the EQF) is
• a classification instrument for levels of
  qualifications designed to act as a translation
  device between different national and sectoral
  qualifications systems. For this purpose, the
  criteria for levels in a metaframework are
  written in a highly generalised form and the EQF
  does not take over any of the established roles
  of national systems.

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The EQF as meta-framework
Country B
Country A
EQF
Qualifications (A)
Qualifications (B)
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5. Definition of EQF

• Sectoral qualifications framework is
• defined as the structures and processes
  established by a sector for the development and
  implementation of qualifications, including
  institutional arrangements, quality assurance,
  assessment and awarding procedures, skills
  recognition and other mechanisms that link
  education and training to the labour market.

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5. Definition of EQF

• National qualifications framework (NQF) is
• an instrument for the classification of
  qualifications according to a set of criteria for
  specified levels of learning achieved. They
  provide a basis for improving transparency,
  access, progression and quality of qualification
  in relation to the labour market and civil
  society.

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5. Definition of EQF

• Learning outcomes are statements of what a
  learner knows, understands and is able to do on
  completion of a learning process.
• Focus on what a learner knows and is able to do
  not what he is expected to know or do

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The EQF and learnig outcomes
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The advantages of the learning outcome approach

• Increased visibility of standards of
  qualifications through better definition of
  qualifications.
• The content of learning programmes is more
  manageable.
• Learning programmes are more manageable.
• Increased transparency offered by learning
  outcomes.
• It is possible to bridge the different sectors.
• External benchmarking is facilitated.

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5. Definition of EQF

• 2. Knowledge is the outcome of the collection and
  assimilation of information through learning.
• In the EQF, knowledge is described as
  theoretical and/or factual.

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5. Definition of EQF

• 3. Skills are the ability to apply knowledge and
  use know-how to complete tasks and solve
  problems. In the EQF, skills are described as
  cognitive (use of logical, intuitive and creative
  thinking) and practical (involving manual
  dexterity and the use of methods, materials,
  tools and instruments).
• Focus Apply is critical, the focus on cognitive
  and practical is essential

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5. Definition of EQF

• 4. Competence' is the proven ability to use
  knowledge, skills and other abilities to perform
  a function against a given standard in work or
  study situations and in professional and/or
  personal development.
• In the EQF, competence is described in terms
  of responsibility and autonomy.

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6. Needs for EQF

• Lack of transparency of qualifications and
  national or sectoral qualifications systems
• Barriers to mobility between Member states and
  between systems
• Barriers to the recognition of non-formal and
  informal learning

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7. Referencing principles

• All three dimensions KSC shall be taken into
  account.
• Higher levels build on lower ones, lower levels
  are included in higher ones.
• Are three dimensions are equally important.
• Qualifications shall always be referenced to one
  level only, following the best fit principle.
• Curricula, laws, regulations and specifications
  of educational programmes shall serve as a basis
  for the referencing process.
• Qualifications are to be referenced into the EQF,
  not people.

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8. Aims and implications of EQF

• Main aims
• promoting workers' and learners' mobility between
  countries and
• facilitating lifelong learning
• increase permeability of learning contexts
• Implications for
• education and training systems
• labour market
• industry and commerce
• European citizens

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8. Aims and implications of EQF

• For Employers
• Better skilled workforce
• More flexible workforce
• Culturally different Technically identical
• Ability to chose skill level (EQF) for job

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8. Aims and implications of EQF

• For Workers
• Mobility
• Confidence in qualifications
• Broader job market cross sector/cross boarder
• Skilled to do the job employers want

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8. Aims and implications of EQF

• For Training Providers
• Ability to demonstrate value
• Ability to demonstrate 3rd party compliance
• Ability to demonstrate EQF level against a
  common Euro-Sector framework
• Competence neutral of academic qualification

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8. Aims and implications of EQF

• For Sub Sectors
• Technical compatibility across Europe
• Recognition of skills common to other sub
  sectors
• More flexible workforces
• Better skilled workforces

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8. Aims and implications of EQF
1. Work in pairs 5. minutes
- Discuss about use of EQF in practice (on
examples)
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10. The EQF and EHEA- case study -
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The EQF and Dublin Descriptors

• 1. Individual work 10. minutes

• - Compare EQF with Dublin Descriptors

2. Work in pairs 5. minutes
- Discuss about the similarities and differences
of qualifications frameworks
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The EQF and Dublin Descriptors- first cycle -

• Demonstrating knowledge and understanding in a
  field of study that builds upon students general
  education, and is typically at a level that,
  whilst supported by advanced textbooks, includes
  some aspects that will be informed by knowledge
  of the foerefront of their field of study
• Applying knowledge and understanding in a manner
  that indicates a professional approach to their
  work or vocation, and having competences
  typically demonstrated through devising and
  sustaining arguments and solving problems within
  their field of study
• Having the ability to gather and interpret
  relevant data (usually within the related field
  of study) to inform judgments that include
  reflection on relevant social, scientific or
  ethical issues
• Being able to communicate information, ideas,
  problems, and solutions to both specialist and
  non-specialist audiences
• Having developed those learning skills that are
  necessary for them to continue to undertake
  further study with a high degree of autonomy.

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The EQF and Dublin Descriptors- second cycle -

• Demonstrating knowledge and understanding that is
  founded upon and extends and/or enhances that
  typically associated with the first cycle, and
  that provides a basis or opportunity for
  originality in developing and/or applying ideas,
  often within a research context
• Applying knowledge and understanding and problem
  solving abilities in new or unfamiliar
  environments within broader (or
  multidisciplinary) contexts related to their
  field of study
• Having the ability to integrate knowledge and to
  handle complexity, and formulate judgments with
  incomplete ore limited information, but that
  include reflecting on social and ethical
  responsibilities linked to the application of
  their knowledge and judgments
• Being able to communicate conclusions, and the
  knowledge and rationale underpinning these, to
  specialist and non-specialist audiences clearly
  and unambiguously
• Having the learning skills to allow them to
  continue to study in a manner that may be largely
  self-directed or autonomous.

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11. EQF and NQFs

• The European Comissions recommends that all
  member countries develop NQFs. Most EU-Member
  States who have not yet done so are now
  developing their own NQFs to link to the EQF.
• A transparent methodology shall be used for the
  referencing of qualifications into the NQFs.
• National qualifications shall be referenced into
  national qualifications frameworks, not directly
  into the EQF.

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11. EQF and NQFs
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12. Definition of the NQF

• National qualification framework is
• a single description, at national level or level
  of an education system, which is internationally
  understood and through which all qualifications
  and other learning achievements in higher
  education may be described and related to each
  other in a coherent way and which defines the
  relationship between higher education
  qualifications.

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13. Chacteristics of the NQF

• National qualification framework is
• closest to the operational reality
• owned by national system
• in most cases based on national legislation
• determines what qualifications learners will earn
• make explicit the purpose and aim of
  qualifications

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13. Chacteristics of the NQF

• National qualification framework is
• 6. national and international transparency
  describes in a systematic and coherent way all
  qualifications, the interaction and articulation
  between qualifications and the possibilities for
  movement among qualifications in all directions
• 7. makes it easier to earn qualifications in a
  variety of ways
• 8. focus on outcomes, from procedure to content

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13. Chacteristics of the NQF

• National qualification framework is
• 6. the link between the world of formal and
  non-foral education and the world of labour on
  national level
• An integrated national sistem that enables
  measurablement and development of all
  competences acquired by learning, as well as
  their coherent comparation
• Encompasses a wide combination of all
  qualifications which can be acuired in a
  country, as well as institutions, processes and
  mechanisms which provide these qualifications and
  competences

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14. Need for NQF

1. New labour market demands
2. Quality of competences of VET graduates
3. Unresolved status of the competences acqired
   non-formal learning
4. Mobility within the education system
5. Relationship between formal, non-formal and adult
   education

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15. Precondition for the development of NQF

• Reform of education system
• Reform orientation on learning outcomes
• Developing of a qualification system
• Standardization, validation and acreditation

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15. Precondition for the development of NQF

• 5. Political will
• 6. Existence of adequate institutions and experts
• 7. Participation of social partners
• 8. Sustainable financing

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16. Main elements of the NQF

• Cycles/Levels
• Workload and credits
• Profile academic/professional
• Learning outcomes
• Competences

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17. The NQF enables

• Comparability
• Convergence
• Harmonisation

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18. The NQF provides

1. General criteria and principles for establishing,
   monitoring and sustaining the quality of
   education
2. Overall principles for validatioon of non-formal
   and informal learning
3. Stable framework for career development

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19. Direct benefits of the NQF

1. Better identification and classification of
   cometences by the employers
2. Solid foundation for planing and implementation
   of the human resources policy
3. Increased mobility within the education system
4. Increase of quality of human resources on the
   labour market more competitive and more
   qualified offer
5. Inceased mobility of resources on the labour
   market
6. Improved credibilty of acquired qualifications
   and training

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20. Problems of NQF

1. (Horizontal and vertical) complexity
2. Slow pace
3. The Trojan horse phenomenon
4. The emperors new clothes phenomenon

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20. Problems of NQF

• 1. (Horizontal and vertical) complexity
• This is a question of partnership which emerges
  when many actors enter the process at different
  levels.

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20. Problems of NQF

• 2. Slow pace
• Using an open method of coordination at
  international level has shown that it takes a
  long time, although results are suitable, since
  they are effective and are valid for a long time

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20. Problems of NQF

• 3. The Trojan horse phenomenon
• Although the European qualifications framework
  is defined as a voluntary meta-framework for
  developing confidence between different actors,
  there remains a danger that it encroaches,
  despite the subsidiary principle, on policy areas
  which are primarily the domain of Member States.

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20. Problems of NQF

• 4. The emperors new clothes phenomenon
• Using the open method of coordination means
  there is a serious risk that States will adopt
  the European qualifications framework only
  formally, while, in practical terms (in the
  framework of national systems) they will not
  introduce substantive changes to enable mobility,
  recognition of non-formal and informal learning,
  etc.

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21. The NQF in EU countries
1. coherent, advanced system of qualifications
is available - Finland, Norway - their education
systems fully cover qualifications and extend to
life long learning, therefore these countries do
not really need a NQF they consider it
carefully, in a detached manner. They would work
on relating their qualification levels to
EQF. 2. NQF has been established covering more
subsectors of education - France, Ireland, Spain,
Malta, United Kingdom - with separate frameworks
in England, Northern Ireland, Scotland and
Wales). Their intention could be to make their
system more open and effective. They are also
working on relating their NQF to EQF

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21. The NQF in EU countries
3. NQF is not available, subsectors are not
coherent - Flemish Belgium, Czech Republic -
Development of a NQF has already been accepted
widely. Newcomers (Central and East European
countries) are all planning to develop a NQF.
Work in some countries is already in progress.

115
Conclusion

• EQF and NQF
• 1. Recognizes that qualifications are complex
  give generic or subject-specific knowledge,
  skills and competences
• 2. Have implications for the relationship between
  education institutions and public authorities
• 3. Provide a context for review and development
  of existing qualifications
• 4. Provide a context for the design of new
  qualifications
• 5. Link to quality assurance

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Contact dejan.hozjan1_at_guest.arnes.si