do employers want what schools create? hernán araneda, gerente de innovum, fundación chile
TRANSCRIPT
1
Do employers want what
schools create?
Hernán Araneda
Fundación Chile
2
1.Competencies for the work-life:
What skills are a priority?
2.Quality of education and
competencies for the work life
3.Implications and challenges for
the school system
3
1.Competencies for the work-life:
What skills are a priority?
Labour market trends
Employers surveys
Transitions from education to the workplace
Lifelong learning and lifelong employability
4
5
ResourcesAllocates Time Allocates Money Allocates Material and FacilityResources Allocates Human Resources
InformationAcquires and Evaluates InformationOrganizes and Maintains InformationInterprets and Communicates InformationUses Computers to Process Information
Interpersonal Participates as a Member of a Team Teaches OthersServes Clients/CustomersExercises LeadershipNegotiates to Arrive at a DecisionWorks with Cultural Diversity
SystemsUnderstands SystemsMonitors and Corrects PerformanceImproves and Designs Systems
TechnologySelects TechnologyApplies Technology to TaskMaintains and Troubleshoots Technology
SCANS Competencies
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Basic SkillsReading WritingArithmetic & MathematicsListening Speaking
Thinking SkillsCreative Thinking
Decision Making ProblemSolving Seeing Things in the Mind's Eye Knowing
How to Learn Reasoning
Personal QualitiesResponsibilitySelf-Esteem Social Self-
ManagementIntegrity/Honesty
SCANS Foundation Skills
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
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Por
tugal
Adult Functional Literacy Survey (1998)
Level 4/5
Level 3
Lever 2
Level 1
Basic competence:50% of the population in performance level 1
PERFORMANCE LEVEL
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NATIONAL LABOUR COMPETENCY SYSTEM
IndustryEndorsed
CompetencyStandards
CompetencyAssessment & Certification
System
Labour MarketIntermediation / InformationServices
HR Management(recruitment, selection, performance appraisal, training, sucession plans,
rewards, etc.)
TechnicalVocational Education
(secondary, postsecondary)
NationalTraining System
A systemic view fromthe National Competency System
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1. Seleccionar e Identificar Sector Productivo
2. Movilizar Actores Claves
3. Definir Estándares
4. Validar Estándares
con Actores Claves
5. Adaptar Currículum y Formación según Estándares
6. Evaluar y Certificar Trabajadores
7. Promover y Difundir
8. Actualizar Estándares según Necesidades
MANTENIENDO LA
VENTAJA
COMPETITIVA
1. Seleccionar e Identificar Sector Productivo
2. Movilizar Actores Claves
3. Definir Estándares
4. Validar Estándares
con Actores Claves
5. Adaptar Currículum y Formación según Estándares
6. Evaluar y Certificar Trabajadores
7. Promover y Difundir
8. Actualizar Estándares según Necesidades
MANTENIENDO LA
VENTAJA
COMPETITIVA
SELECT AND IDENTIFY INDUSTRY
KEEPING
THE
COMPETITIVE
EDGE
DEFINE OCCUPATIONAL
AND EMPLOYABILITY SKILLS
STANDARDS
VALIDATE STANDARDS
WITH STAKEHOLDERS
ADAPT CURRICULA AND TRAINING TO
STANDARDS
EVALUATE AND CERTIFY WORKERS /
STUDENTS
PROMOTE AND
DISSEMINATE
UPDATESTANDARDS AS NEEDED
MOBILIZE STAKEHOLDERS
Where we stand
15 economicsectors
500 occupstandards, + employability skillsmodels (8 competencies)
Methodologytransfer to300 VET providers
80.000 workers certified(labour competencies, Employability skills, IT skills)
-Web site competencystandards-New regulation-Media coverage
15 industry specific associations, “clusters”, 380 leading companies
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1.Competencies for the work-life: What skills are a priority?
Employers views
Labour market dynamics and outcomes
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Key messages
• Career guidance is not compulsory for around one in three 15 year-olds
• Access to career guidance is less for:– Lower ability students
– Those in small towns
– Those in public schools
– Those who are not tertiary-bound
• Business involvement in the curriculum is linked to wider access to career guidance
• Perhaps one in three 15 year-olds or more have little contact with the world of work
• Schools are closest to the world of work if specific teachers are responsible for career guidance, and least close where the school employs counsellors to provide it
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Schools in which career guidance is compulsory for 15 year olds, 2006
0
10
20
30
40
50
60
70
80
90
100
%
CHILE
CZECH REPUBLIC
PORTUGAL
QATAR
ISRAEL
BRAZIL
LITHUANIA
MACAO
AZERBAIJAN
TUNISIA
LATVIA
JAPAN
NORWAY
GREECE
FINLAND
UK
NETHERLANDS
ROMANIA
SPAIN
DENMARK
AUSTRALIA
SWEDEN
13
Less able students have less access
400
410
420
430
440
450
460
470
Science Reading Mathematics
Guidance voluntary Guidance compulsory
Mean PISA 2006 scores
14
Access is lower in small towns
0
20
40
60
80
100
Small town Town City Large city
Per cent of schools in which guidance is
compulsory by school location
15
Students in public schools have less access
0
10
20
30
40
50
60
70
80
90
100
Voluntary Compulsory
Public Private
Per cent of public and private schools in
which guidance is voluntary or compulsory
16
Schools without a strong tertiary focus have less access
0
10
20
30
40
50
60
70
80
90
100
Low Integrated Central
% c
om
pu
lso
ry
Tertiary focus
To what extent do you feel that teachers in your school concentrate on developing in students the skills and knowledge that will help them in tertiary education?”
17
Business involvement in the curriculum increases access
0
10
20
30
40
50
60
70
80
90
100
None Minor or indirect Considerable
Per cent of schools in which guidance is compulsory and business influence over the curriculum
18
Schools where 15 year-olds never visit local businesses
0
10
20
30
40
50
60
70
80
%
CHILE
SWEDEN
ROMANIA
JORDAN
DENMARK
AUSTRIA
FINLAND
GERMANY
RUSSIA
19
Schools where 15 year-olds never have lectures by business or industry
0
10
20
30
40
50
60
70
80
%
GERMANY
HONG KONG
FINLAND
JORDAN
DENMARK
UK
AUSTRALIA
RUSSIA
CANADA
AUSTRIA
CHILE
20
Schools where 15 year-olds are not offered training in local businesses
0
10
20
30
40
50
60
70
80
90
100
%
CHILE
FINLAND
UK
DENMARK
SWEDEN
GERMANY
NORWAY
MONTENEGRO
CROATIA
AUSTRALIA
AUSTRIA
NETHERLANDS
NEW ZEALAND
LUXEMBOURG
SERBIA
ICELAND
KOREA
IRELAND
SPAIN
LITHUANIA
GREECE
21
How is career guidance provided?
16
31
45
0
5
10
15
20
25
30
35
40
45
50
Specific teachers All teachers Counsellors employed
% o
f s
ch
oo
ls
22
Does this matter?
23
Industry visits a normal part of schooling?
43
35
20
0
5
10
15
20
25
30
35
40
45
50
Specific teachers All teachers Counsellors
Ind
ex/1
00
Weighted index: >Once a year=3Once a year=2Never=1Maximum=100
24
Industry lectures a normal part of schooling?
41
37
22
0
5
10
15
20
25
30
35
40
45
Specific teachers All teachers Counsellors
Ind
ex/1
00
Weighted index: >Once a year=3Once a year=2Never=1Maximum=100
25
Industry influence on the curriculum?
52
34
15
0
10
20
30
40
50
60
Specific teachers All teachers Counsellors
Ind
ex/1
00
Weighted index: Considerable=3Minor=2None=1Maximum=100