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Alison Cross VP ICAE, Caribbean Region November 29, 2012

Alison Cross VP ICAE, Caribbean Region November 29, 2012. Lifelong Learning. An individual will not be able to meet the challenges of work and life unless they become a lifelong learner 只有终生不懈学习的个人才能应对工作和生活上的挑战。 A society will not be sustainable unless it becomes a Learning Society

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Alison Cross VP ICAE, Caribbean Region November 29, 2012

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  1. Alison Cross VP ICAE, Caribbean Region November 29, 2012

  2. Lifelong Learning • An individual will not be able to meet the challenges of work and life unless they become a lifelong learner • 只有终生不懈学习的个人才能应对工作和生活上的挑战。 • A society will not be sustainable unless it becomes a Learning Society • 只有学习型的社会才能持续稳定。 (UNESCO, 2012)

  3. Areas of Focus: • Context – A “Disconnect” between education and work/quality of life • 背景：教育和工作/生活质量的“断层” • “Community Education”/ “Learning Communities” • “社区教育”/“学习型社区” • Opportunities – “Building Blocks”: How they work • 机遇-“积木块技术”如何运作。 • Challenges – Harmonisation of diverse industries • 挑战-多样化产业的协调发展之道。 • The Way Forward • 漫漫前路

  4. Context: The “Disconnect” between Education and Work Jamaica 牙买加 • Population 2.7 million • 人口 约270万 • More males than females • 其中男性多于女性

  5. Education 教育 Females out performing males at all levels 各阶层的女性都胜过男性 CSEC (Grade 11) statistics CSEC考试(11年纪) 统计数据

  6. Education Workplaces 工作场所 74% of workforce lack education and skills 74% 的劳动力缺乏教育和技能培训 The qualities employers seek are sparse 雇主需求的高质量人才稀缺

  7. “Disconnect” – What exists • Skills output of educational system 教育系统的技能整体输出量不足。 • Skills needed to improve quality of life 提高生活质量需求的技能不足。

  8. The skills needed by the workplace market 劳动市场需求的技能不足。 Workplace productivity at all time low - exacerbates economic recession 长期过低的工厂生产率 –导致经济衰退进一步恶化。

  9. Current Education Performance gap - Jamaica • 50% of Grade 11 cohort sat CSEC certification exam • Percentage pass rate of those who sat CSEC: 2011 2012 • English 63.9% 46.2 • Mathematics 33.2% 31.7 • Percentage pass of the cohort of 51,204 who sat GSAT (Grade 6 Achievement Test) in 2006: • English - 32.2% • Mathematics - 16.3% • 50%的11年级生参加了CSEC认证考试 应试者通过比率 英语 数学 2006年，51,204名参加GSAT（Grade 6 AchievementTest）的考生通过率： 英语 数学

  10. Current Education Performance gap – Latin America • Programme for International Student Assessment (PISA) – measure of students’ ability to apply basic knowledge of math, language arts, and science to everyday situations • 国际学生评测计划(PISA) – 测试学生在基础数学、语言技巧，以及日常科学方面的能力。

  11. Latin American 15yr olds– 50% could not read at minimum PISA level (IDB, 2011) • 拉丁美洲15岁以上的孩子– 50%无法阅读最低程度的PISA。 (IDB, 2011) • The average Latin American and Caribbean youth lacks the minimum skills to solve basic, real life problems. • 平均水平的拉丁美洲以及加勒比海地区青少年都缺乏解决基本生活实际问题的能力。

  12. “Connected” – What we Need! Schools need to foster learners who are : 学校需要培养出这样的人 : • Critical thinkers, problem solvers, responsible, collaborative • 具有批判性思维,能解决问题, 有责任感, 懂得合作 • Work ready with appropriate skills and attitudes 掌握适当的技能，为工作做好准备

  13. Employers need job ready workers: • 雇主需要这样的人: • Academic /vocational/ behavioural / socioemotional skills • 有学术能力/有职业能力/ 有行动能力 / 有社交能力 (“Disconnected”, IDB, 2012)

  14. Goal : Create a “Connected” or “Learning Community” Landscape • Focus must be on creating a community of quality lifelong learning opportunities • 重点应当是放在创造一个高质量的、提供终生学习机会的社区。 • Vertical integration of education and commercial industries • 教育和商业机构的纵向合并。

  15. Explore models which embrace a more holistic educational approach geared towards empowering individuals, local communities, and workplaces 通过给予个人、地方社区和职场更多权利，探索更为全面系统的教育模型。 Stressing social, economic, cultural relevance 强调社会，经济，文化的意义

  16. Framework for Community Education Models (Jamaica) Policy and Governance (Foundation) 政策和管理方式 (基础) • Aligned to Jamaica’s Vision 2030 National Development Goals • 与牙买加2030国家发展目标保持一致 • Public / Private Partnerships • 公/私 合营制度

  17. Access/ Participation/Quality (Building Blocks) 接近/参与/质量 (积木块) Career Advancement Programme 职业发展计划 Quality Education Circles 高质量教育圈 Adult Education Centres 成人教育中心 Workplace and Community learning opportunities 社区和职场学习机会 Creative Learning Centre (teacher capacity building) 创新学习中心 (教师能力培养)

  18. Community Education and Partnerships – “Building Blocks” • Career Advancement Programme • 职业发展计划 • MOE, Formal School System, Inter Ministerial and Inter Agency • MOE（效能测试）, 正规的学校系统, 跨部门、跨机构 • Quality Education Circles – a group of educational institutions, - Early Childhood through Tertiary, non-formal • 高质量教育圈– 教育机构群, - 第三方幼儿教育、非正规成人教育 • Public/private • 公/私合营 • Central feature Teacher Resource Centre • 重点模范型教师资源中心

  19. Adult Education Centres (30) • 成人教育中心(30) • Inter Ministerial, • 跨部门, • Library Service • 程序库服务 • Workplace and Community Units • 社区和职场 • Private Sector • 私营部门 • Inter Ministerial • 跨部门 • JBI, Alcoa

  20. Building Blocks – How they Work(Two Examples) Career Advancement Programme (CAP) 职业发展计划(CAP) Background:背景: • A Youth Career Development Initiative developed by the Ministry of Education and other agencies • 一个由教育部和其他机构初步发展起的的青少年职业培训 • A collaborative model • 一个合作模型

  21. Provides youths 16-19 years with education and training that will assist them in building careers for life; earn academic certification, matriculate to higher level learning and ultimately be able to obtain and maintain value added jobs. • 提供16-19周岁的青少年教育和培训，使学会如何开始人生事业，获得学术认证，进入更高等教育，最终使其具备获得并保持更有价值工作的能力。

  22. Building Blocks – How they WorkCAP Career Advancement Programme Features - Stakeholder partnership to provide: 职业发展计划 特征 – 提供利益相关的合作关系。

  23. Technical and vocational skill training • 专业和职业技术的培训 • Literacy and numeracy / Math and English • 识字识数/ 英语和数学 • Job attachment/work experience/National service/ volunteerism • 工作实习 /工作经验/兵役/ 志愿兵制度 • Career counseling/coaching • 职业前途辅导/培训

  24. Building Blocks – How they WorkCAP Career Advancement Programme Outcomes: 职业发展计划 成果: • Training Opportunities (skills) are linked to career possibilities • 培训机会与职业机会连系契合。

  25. Numeracy and Literacy skills addressed and acknowledged • 掌握认字阅读能力，数学运算能力 • Career possibilities linked to our projected economic activities (2010-2030 Vision) • 职业机会与国家经济计划连系契合 (2010-2030 发展目标) • Lifelong learning facilitated, job possibilities enhanced, and matriculation to higher level learning institutions. • 推广终生学习，提高工作机会和进入更高等的学府学习的机会

  26. Building Blocks – How they WorkQECs Quality Education Circles (QECs) Background 高质量教育圈(QECs) 背景：

  27. A group of educational institutions – Early Childhood through tertiary, including non-formal adult education • 教育机构群–第三方幼儿教育、包括非正规成人教育 • Public/private partnerships/stakeholders focusing on providing educational/learning services • 公/私合营制度 /利益相关者专注于提供教育/学习服务

  28. Building Blocks – How they WorkQECs Quality Education Circles Features 高质量教育圈 特征： • Converging of services across all educational entities • 所有教育实体的服务集中化

  29. Public/private partnership allowing for deeper understanding of the school to work relationship • 允许公/私合营制度，便于学校对于工作关系有更深层理解。 • Creating a space for teachers to collaborate, share ideas, work together to enhance teaching/learning/behavioural/leadership outcomes • 给教育创造合作空间，便于分享想法，共同工作来提高教授/学习/行动/领导力成果。 • Data collection and analysis • 数据收集和分析

  30. Building Blocks – How they WorkQECs Quality Education Circles Outcomes: 高质量教育圈 成果: • Dynamic, authentic community learning • 动态的、可靠的社区学习 。

  31. Promoting quality in teaching profession – space for peer support among teachers to improve teaching/learning outcomes • 提高教育行业的质量– 教师间相互扶持帮助进而提高教学成果。 • Promoting learner achievement through data analysis to guide decision making • 通过数据分析引导决策进而提高学习者成绩。

  32. Building Blocks

  33. Challenges Career Advancement Programme 职业发展计划 • Large number of learners functioning at the foundation literacy/numeracy levels • 大量学习者的文字阅读和数学计算能力还停留在基础水平。

  34. Teachers not equipped to provide specialized interventions – differentiation • 教师们还未具备因材施教的能力。 • Aspects of curriculum not conducive to job readiness • 现行的课程设置跟工作关联不大。 • Learners not motivated, not making the connection between school and work/real life • 学习者学习动力不足，没有很好地联系起学校和工作/现实生活。 • Schools working in “silos” • 学校间缺乏交流，各自闭门造车。

  35. Challenges Quality Education Circles A relatively new initiative… 高质量教育圈 一个相对新兴自发的…

  36. Coordination in development mode • 发展模式的和谐。 • Lack of buy in to date by many stakeholders • 缺乏利益相关者的收购 • Lack of resources • 资源缺乏 • Lack of understanding of how to use resources – particularly the teachers • 对如何使用资源的理解不足– 尤其是教师

  37. The Way Forward • We need to foster innovative learning community education programmes to ensure our people achieve their fullest potential and to create a world worth living in. • 我们需要发展创新性学习社区教育计划，以便于确保人们发掘出自身最大潜能，并为这个世界创造更多的居住价值。

  38. We need to work together to build our capacity to achieve this powerful goal 我们需要共同努力提高自身能力，从而使这个伟大目标得以实现。 As we say in Jamaica, “One hand cyaa clap” 就像我们牙买加俗语所说：一个手掌拍不响

  39. Thank you!

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