Implementing the National Framework of Qualifications , Galway, 24-25 February 2005

The Role of National Qualifications Systems in Promoting Lifelong LearningA growing awarenessDr. Patrick Werquin – OECDD i r e c t o r a t e f o r E d u c a t i o nPrepared for the National Conference on “Implementing the National Framework of Qualifications – Advances in the Recognition of Learning”, Galway, 24-25 February 2005

Agenda for today. Implementing the National Framework of Qualifications, Galway, 24-25 February 2005 Rationale Definitions Process and outcomes Main findings Some concluding remarks

The rationale. There are global benefits to lifelong learning (labour market, wider benefits) They are not necessarily secured for all people But increasing attention devoted to these benefits Therefore, countries have made policy responses to secure these benefits Some of these policies have to do with using qualifications systems to enhance lifelong learning Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

A sharp focus. This activity is not about national qualifications systems This activity is not about lifelong learning This activity is dealing with the ground between the two and specifically the impact of the former on the latter Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

In short LLL NQS ? Good supply Excellent supply Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

A sharp focus This activity is not about national qualifications systems This activity is not about lifelong learning This activity is dealing with the ground between the two and specifically the impact of the former on the latter Potential links between these two important dimensions of modern societies This link is identified as mechanisms Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Agenda for today Implementing the National Framework of Qualifications, Galway, 24-25 February 2005 Rationale Definitions Process and outcomes Main findings Some concluding remarks

Proposed approach National social and economic systems NQS Structural changes and changes in conditions Lifelong learning (Explained variable) Structural changes Changes in conditions Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Mechanism A mechanism is a means of changing an aspect of a qualifications system so that lifelong learning is enhanced in some way It is made up of two parts that may interact one with the other. Firstly it can be considered as a tangible structural change if it is possible to identify a change in the infrastructure of the qualification system Secondly a mechanism can be a more ephemeral change in conditions in the environment of the qualification system It is possible to each of these two dimensions to act independently but it is also possible for them to act together. One might reinforce the other or one might counteract the effects of the other Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Mechanism (Definition) A structural change in a qualification system and/or a change in the environmental conditions of a qualifications system that results in a change in the extent, quality and distribution of lifelong learning Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Assumption There are mechanisms out there There must be!!! Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

However There is barely any quantitative evidence This is the only one: Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

IPR in adult learning and dual system Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

SPR in adult learning and dual system Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Process and outcomes. Expert and country meetings Guidelines 15 Country background Reports 3 Thematic Groups More than 20 countries involved one way or another International Synthesis Report (Q3 2005) Partnership with QCA (Mike Coles) Final dissemination conference (Dublin, NQAI, 20-21 October 2005) Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Participating countries CBRs: Australia, Belgium (French speaking), Denmark, France, Germany, Greece, Ireland, Japan, Korea, the Netherlands, New Zealand, Portugal, Slovenia, Switzerland and United Kingdom (15) TGs: Australia, Belgium (Flanders), Czech Republic, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Korea, Mexico, the Netherlands, New Zealand, Portugal, Slovenia, Spain, Sweden, Switzerland and United Kingdom (20) Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Three Thematic Groups The development and use of ‘Qualification Frameworks’ as a means of reforming and managing qualifications systems Standards and quality assurance in qualifications with special reference to the recognition of non-formal and informal learning Co-operation of different institutions and stakeholders of the qualifications systems; and in particular the roles of partners in the development of occupational standards and vocational qualifications Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

10 Policy Responses What are the recent policy responses to the lifelong learning agenda that involve national qualifications systems? Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Important points about the method Policy responses are derived from the country evidence provided Policy responses clearly exist in countries as mature policies or as a clear policy intention The mechanisms are not directly derived from country evidence in the same way The mechanisms are based on a wider evidence base concerned with the ways they might change the behaviour of the main stakeholders (and on authors’ own thinking) Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

10 Policy Responses • Customise qualifications for the individual learner; • Strengthen general education; • Link education and work; • Broaden access to qualification; • Increase flexibility and ensure responsiveness; • Diversification in evaluating competences; • Make qualifications progressive; • Make the qualifications system transparent; • Increase efficiency and lower cost; and • Coordinate the management of the system. Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

E.g. I shall come back on these two: • Customise qualifications for the individual learner • Strengthen general education • Link education and work • Broaden access to qualification • Increase flexibility and ensure responsiveness • Diversification in evaluating competences • Make qualifications progressive • Make the qualifications system transparent • Increase efficiency and lower cost • Coordinate the management of the system Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

20 Mechanisms • Communicate returns to learning for qualification • Focus attention on employability • Establish qualifications frameworks • Increase learner choice in qualifications • Develop learning pathways • Provide credit transfer • Increase flexibility in learning programmes • Provide new routes to qualifications • Lower cost of qualification • Set up systems to recognise non formal and informal learning Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

20 Mechanisms (cont’d) 11) Monitor the qualifications system 12) Optimise stakeholder involvement 13) Improve needs analysis methods 14) Improve qualification use in recruitment processes 15) Ensure portability of qualifications 16) Invest in pedagogical innovation 17) Increase the use of outcome-based assessment methods 18) Improve coherence in the qualifications system 19) Optimise quality assurance processes 20) Upgrade Information, advice and guidance services Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Linking the two concepts Linking policy responses and mechanisms is a difficult exercise and a 2-step approach was adopted: • Strong role • Supporting role Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

E.g. of policy response Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

E.g. Increase learner choice in qual. This mechanism is about the exercising of personal responsibility. Qualifications should be designed so that there are clear exit points (with credit) for those who have a change of plan. Choice may be more about options within qualifications than options between qualifications, although crossing points between qualifications may be seen as advantageous. Individuals may be motivated by the freedom and power to make decisions about their future study. Enterprises may find the increased complexity of qualifications complicates recruitment and planning. However they may come to see that exercising choice becomes an aspect of a candidate’s identity and so could make selection more effective. Providers will come under pressure to differentiate course offerings in response to more selective demand, for example, by creating awards delivered through both sectors, double degrees, and courses in new cross-disciplinary or more specialised fields. Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Mechanism # of PR where the mech. has a strong role # of PR wh.the mech. has a supporting role Rank 1. Communicate returns to learning for qualification 1 1 15 2. Focus attention on employability 3 0 10= 3. Establish qualifications frameworks 4 2 6= 4. Increase learner choice in qualifications 3 0 10= 5. Develop learning pathways 5 0 4 6. Provide credit transfer 8 1 1 7. Increase flexibility in learning programmes 4 2 6= 8. Provide new routes to qualifications 4 2 6= 9. Lower cost of qualification 2 1 12 10. Set up systems to recognise non formal and informal learning 6 1 2 11. Monitor the qualification system 4 3 5 12. Optimise stakeholder involvement 4 2 6= 13. Improve needs analysis methods 3 0 10= 14. Improve qualification use in recruitment processes 1 2 14 15. Ensure portability of qualifications 3 4 8 16. Invest in pedagogical innovation 2 2 11 17. Increase the use of outcome-based assessment methods 5 3 3 18. Improve coherence in the qualification system 4 0 7 19. Optimise quality assurance processes 3 2 9 20. Upgrade Information, advice and guidance services 1 4 13 Ranking of policy responses Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

What is a top ranked mechanism? Because mechanisms are based on a wider evidence base concerned with the ways they might change the behaviour of the main stakeholders (and on authors’ own thinking), it is quite possible that some mechanisms are not used in countries. A top ranked mechanism is the most useful way of improving lifelong learning through qualifications systems because it supports more policy responses than the other mechanisms; It is the most cost effective action since it supports many policy responses Where policy responses are not properly defined (perhaps because of the absence of reliable diagnosis of issues) the mechanism represents a safe option for optimising lifelong learning The mechanism is powerful because it is broad and could be considered a policy response in disguise It serves more purposes than the lower ranked ones because the purposes they serve are more specific ‘trigger’, ‘enabling’ and ‘multiplier’ effects Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

In short This OECD activity has provided definitions built on common understanding, not only common words It has found 10 policy responses to the lifelong learning agenda And 20 mechanisms for qualifications system to impact on lifelong learning Policy responses and mechanisms can be a means of evaluating lifelong learning policy from the view point of national qualifications systems International synthesis report (forthcoming) A lot of documents (country background reports, thematic reports…) are or will be on: www.oecd.org/edu/lifelonglearning/nqs Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Conclusion: setting an agenda • Data collection to be carried out • Evaluation methods to be developed • Link between mechanisms and policy responses to be discussed further and refined • Further policy responses to be found • Mechanisms to be implemented Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

m e r c i www.oecd.org/edu/lifelonglearning/nqs Implementing the National Framework of Qualifications, Galway, 24-25 February 2005

Implementing the National Framework of Qualifications , Galway, 24-25 February 2005