an international overview simon field project leader, the organisation for economic cooperation and...
TRANSCRIPT
An International Overview
Simon FieldProject Leader, The Organisation for Economic Cooperation and Development (OECD)
Skills beyond SchoolSimon Field OECD
The Second National Vocational Education and Training Conference at the Skills Show
Birmingham, 13 November 2014
www.oecd.org/education/VET
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School University Work
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School University Work
Professional education and training
What kinds of programmes?
• Shorter 6 months to 2 years postsecondary programmes
• Professional examinations
• Professional bachelor degrees
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?
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Whats in a name?That which we call a rose
By any other name would smell as sweet.
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0
5
10
15
20
25
30
35
40%
Percentage of adults aged 20 – 45 who have short cycle professional education and ‑training as their highest qualification (OECD survey of adult skills)
OECD reviews of vocational education and training
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32 country studies published since 2007
OECD reviews have become a global benchmarking standard for vocational education and training systems.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed
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Learning and jobs: two worlds?
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Postsecondary vocational provision: some common challenges
• Weak institutional basis
• Fails to meet the needs of adults
• Transitions and articulation
• Recognition of prior learning
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But I am going to talk about two really big challenges
• Workbased learning…
• …and qualifications and assessment.15
Learning and jobs: two worlds?
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Learning and jobs: two worlds?
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The mandatory principle
All vocational programmes should contain a significant
element of workbased learning
What’s the point of qualifications?• Signalling job skills to employers. • Regulating access to certified occupations.• Reducing the search costs of jobseekers. • A vehicle for employers to influence
programme content.
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Qualifications that work• Not too many of them.• Balancing national consistency and local
flexibility.• Supported by robust final assessments. • Making use of competence based
approaches. 20
An International Overview
Simon FieldProject Leader, The Organisation for Economic Cooperation and Development (OECD)
Skills beyond SchoolSimon Field OECD
The Second National Vocational Education and Training Conference at the Skills Show
Birmingham, 13 November 2014
www.oecd.org/education/VET
23
24
25
School University Work
26
School University Work
Professional education and training
What kinds of programmes?
• Shorter 6 months to 2 years postsecondary programmes
• Professional examinations
• Professional bachelor degrees
27
28
?
29
Whats in a name?That which we call a rose
By any other name would smell as sweet.
30
0
5
10
15
20
25
30
35
40%
Percentage of adults aged 20 – 45 who have short cycle professional education and ‑training as their highest qualification (OECD survey of adult skills)
OECD reviews of vocational education and training
31
32 country studies published since 2007
OECD reviews have become a global benchmarking standard for vocational education and training systems.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed
32
33
Learning and jobs: two worlds?
34
Postsecondary vocational provision: some common challenges
• Weak institutional basis
• Fails to meet the needs of adults
• Transitions and articulation
• Recognition of prior learning
35
But I am going to talk about two really big challenges
• Workbased learning…
• …and qualifications and assessment.36
Learning and jobs: two worlds?
37
Learning and jobs: two worlds?
38
39
The mandatory principle
All vocational programmes should contain a significant
element of workbased learning
What’s the point of qualifications?• Signalling job skills to employers. • Regulating access to certified occupations.• Reducing the search costs of jobseekers. • A vehicle for employers to influence
programme content.
40
Qualifications that work• Not too many of them.• Balancing national consistency and local
flexibility.• Supported by robust final assessments. • Making use of competence based
approaches. 41
