Date Calgary - August 2009 Natalia Cuddy Not Protected - Restricted - Confidential (Delete as Applicable) Qualifications and Curriculum Development Agency.

Date

Calgary - August 2009

Natalia Cuddy

Not Protected - Restricted - Confidential (Delete as Applicable)Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009

Competing for Skills: Vocational Education and Training in

the 21st CenturyVET in Global Recession – experiences from the UK

[email protected]

DRIVERS OF CHANGE

Globalisation of finance, trade, production, labour markets, business environment leading to increased

competition & trade between nations/sectors/regions/localitiesinternational capital movements e.g. foreign direct investmentsexchange of ideologies, technologies and production processesoffshoring

Rapid technological change

Demographic, economic and socio-political and environmental change and challenges

Simplification / complexity / speed of communication/the next digital wave on its way?

Outcome – Change – Uncertainties

Typology: how do learners react to uncertainty?

Type 1 Minimise risks – select safer choicesChoose E&T leading to the most secure and steady areas

Type 2 Insure against risks in advanceProlong the period of education and training as an

insurance

Type 3 Adapt to risks Take an adaptable attitude, maybe short training for

frequent changes

Type 4 Use of IVET / CVT to overcome LM risks A traveller's chest of certified skills

Armstrong, Germe, Leney, Planas, Poumay – Cedefop 2007

Current UK context

5th largest world economy = 2020 ambition of increasing UK prosperity through higher productivity UK ‘NICE’ (non-inflationary continuous expansion) period came to an endILO unemployment rate 7.8% 2,4 mln (July 2009), and growingIncreasing number of NEETs (almost 1 mln in July 2009)Systemic weaknesses: poor labour productivity and skills shortagesPotential for continuing skills deficit in 2020 Current LM mismatchNew priorities in employment and skills policies preparing for recovery

Productivity and employment in OECD countries

High employment/ high

productivity

High employment/ low

productivity

Low employment/ low productivity

Low employment/ high productivity

Productivity:UK 11th place

Productivity: GDP per hour worked (US$ at current prices), 2007

Em

plo

ym

en

t:

Em

plo

yme

nt

po

pu

latio

ns

ratio

20

07

, a

ll p

ers

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s 1

5-6

4

Source: UKCES, Ambition 2020: World Class Skills and Jobs for the UK, 2009, pp 21-22

UK Greying Workforce

Over 70% of the UK’s 2020 workforce is already in work

600,000 fewer 15-24 year olds

ONS Populations Forecasts 2006

UK Workforce Change 2007-2017:Major growth in high level skills

-500 0 500 1,000 1,500 2,000 2,500 3,000

Whole workforce

Elementary Occupations

Machine & Transport Operatives

Sales & Customer Service

Personal Service

Skilled Trades

Admin, Clerical & Secretarial

Assoc Professional & Technical

Professionals

Managers & Senior Officials

(Thousands)Expansion demand Overall demand

Over 100% of all

expansion demand

Source: UKCES, Working Futures 2007-17, January 2009

UK VET Policy Priorities (mid- to long-term)The National Skills Strategy: …to identify the UK’s optimal skills mix in 2020 to

maximise economic growth productivity and social justice, and to consider the policy implications of achieving the level of change required (Leitch Skills Review, Prosperity for all in the global economy – world class skills)

Increase adults skills levels (qualifications targets) by developing more and better training access and increasing higher education take-upAdult skills training demand led by employer and individualIncreased employer engagement in skills (investment) and in identifying skills needs and developing qualifications (SSCs)Embed culture of learning linked to LLL

Linked policies toTackle the basic skills deficit (6 million people)Improve upper-secondary participation and reduce early drop outimproving initial VET has a key role

Policy Priorities and Response

Immediate to recession’s consequences1. Some policy prioritiesInvesting in skills for recovery – New Industry, New JobsSectors: public, SMEs, social care services, hospitality, green industries, i.e. renewable energy and green manufacturing. Upskilling vs re-skillingMore flexibility in government support for training Quality of training, skills for employability vs pure qualification attainmentTarget groups: redundant; young unemployed; graduates2. Some policy measures – rapid response servicesApprenticeship Clearing House Job centre PlusBacking Young Britain (part of £5 bln investment)Apprenticeship wage subsidy

Policy Response – some examples England

Diploma – better secondary school offer to increase attainment

Skills brokerage – encouraging employers to invest in employees training and qualifications

QCF RPL – assessment and validation of prior learning within the Qualifications and Credit Framework

Diploma

14-19 year olds general and applied learning3 levels (Foundation, Higher, Advanced) in 17 lines of learning from creative and media to manufacturing and product design 2011 (2013)Employer ledUnits by multiple providers/awarding bodies (credits)Progression to multiple destinations, i.e. FE, HE, world of workDiploma consortia - coordination, logistics, assessment, local employers to make applied learning ‘real’

The 14-19 Diploma Model

PlanApply Do

Review/Record

Principal Learning

- Sector-related- Determines Diploma title- Applied learning

Generic Learning

Generic Learning

- Functional skills - Personal, Learning and Thinking Skills- Project- Experiential learning cycle- Individual Learning Plan

Principal Learning

- Sector-related- Determines Diploma title- Applied learning

Additional/Specialist Learning

- Optional Units- Choice- Specialisation- Complementary

Additional/Specialist Learning

- Optional Units- Choice- Specialisation- Complementary

Managing employer expectations of employer/government contributionReducing bureaucracy for training providers, managing variation in performance/delivery models Identify training/skills needsIdentify suitable training/qualificationsProduce package of training/funding including employer contribution250,000 employees trained in 2006

Skills Brokerage

Recognition of Prior Learning (RPL) Principles Within QCF• QCF allows for RPL through the award of credit within the QCF, irrespective

of the learning pathways

• QCF, a competence-based qualifications framework offers a wider application of RPL. Units of assessment create a common language of learning outcomes and assessment criteria that allows for the wider recognition of a set of achievements, thus avoiding duplication of learning and assessment.

• RPL relates to summative assessment and recognition. The credits awarded identical regardless of the route taken to achieve them.

• RPL - learner-centred, voluntary process. Guidance and advice

• RPL – subject to same standard of quality assurance and monitoring process as other forms of learning and assessment

• RPL routes to certification: as part of assessment and validation for the whole cohort of learners; or evidence of learning outcomes or assessment, followed by individual validation

Some of the VET Challenges and Opportunities

Government and business investments towards knowledge-based and intangible assets, ie high level skills, knowledge and innovations as key resources for competitive advantage (ESRC, 2005) will continuePolicy priorities: high tech industries; HE; STEM base; world class centres of excellenceLM skills equilibrium: qualified vs over/underqualifiedRetraining of low skilledIntegrated approach to lifelong guidanceTransparency and mutual trust to build upIncreasing role of RPL – better understanding of social dimension of recognition (holistic approach) Education and training yielding long-term economic and social benefits: policy measures should be consistent with long-term objectives (Tessaring)In the UK context, need to integrate VET agenda as part of wider national economic development planning