Estrategias de (auto)formación en el contexto europeocon miras al 2020

@cristobalcobo

'The whole of life is learning, therefore education can have no endings'

(Eduard Lindeman, 1926)

Lindeman, E. C. (1926) The Meaning of Adult Education, New York: New Republic. Republished in a new edition in 1989 by The Oklahoma Research Center for Continuing Professional and Higher Education.

Student performance and national income

PER

BRA

IDN

ALB

MKD

ARGCHLMEX

THABGR

ISR

GRC

PRT

LUX

ITA

DEU

NOR

USA

ESP

LVA RUS

POL HUNCZE

KOR NZLHKG

J PN

FIN

GBRAUSCAN

FRA

SWE

BELDNK

IRLAUTISLCHE

300

350

400

450

500

550

0 10000 20000 30000 40000 50000

GDP per capita (US$converted using PPPs)

Ave

rage

per

form

ance

(re

adin

g, m

athe

mat

ical

and

scie

ntifi

c lit

erac

y)

Source: OECD Education. (2013).

Reading literacy proficiency by levels of engagement and social background

423

467

540

583

506

463

548

540

491

400

420

440

460

480

500

520

540

560

580

600

Low engagement Medium engagement High engagement

Rea

din

g Li

tera

cy P

erfo

rman

ce

Low socio- economic backgroundMedium socio- economic backgroundHigh socio- economic background

Source: OECD Education. (2003).

Spending per student at the tertiary levelAnnual expenditure per student by educational institutions for all services, by level of education (2010)

United StatesSwitzerland

Sweden DenmarkNorway

NetherlandsFinland

Japan IrelandUnited Kingdom

Belgium AustraliaFrance Austria Spain Brazil

EU21 averageIsrael

PortugalNew Zealand

KoreaSlovenia

ItalyPoland

HungaryIceland Mexico

Czech RepublicChile

Slovak RepublicEstonia

Argentina

02 0004 0006 0008 000

10 00012 00014 00016 00018 00020 00022 00024 00026 00028 00030 000

Expenditure per student (equivalent USD converted using PPPs)Expenditure per student (equivalent USD converted using PPPs)Expenditure per student (equivalent USD converted using PPPs)In equivalent USD converted using PPPs)Expenditure per student (equivalent USD converted using PPPs)

Tertiary education

Source: OECD Education. (2013).

The most popular fields of education chosen by new entrants into tertiary programmes are social sciences, business and law

Distribution of new entrants into tertiary programmes, by field of education (2011)

France

New Ze

aland

Irelan

d

United Kingd

omEst

onia

Czech Rep

ublic

German

y

Australi

a

Swed

en

EU21 av

erage Ita

ly

Argentina

Mexico

Austria

OECD av

erage

Norway

Indonesia

Turke

y

Slova

k Rep

ublicSp

ain

Finlan

d

Switz

erlan

d

Poland

Hungary

Slove

nia

Denmark

Portuga

lIsr

aelKorea

Russian

Federa

tion

Netherl

ands

Chile

Belgium

Japan

0

5

10

15

20

25

30

35

40

45

50

Humanities, arts and education Health and welfare Social sciences, business and law Services Engineering, manufacturing and construction SciencesSource: OECD Education. (2013).

More women than men earn a university-level degree Proportion of students who enter tertiary education and graduate with at least a first

degree/qualification at this level, by gender (2011)

Jap

an

Au

stra

lia

Sp

ain

,

De

nm

ark

Fin

lan

d

Be

lgiu

m (

Fl.)

Tu

rke

y

Ne

the

rla

nd

s

Cze

ch R

ep

ub

lic

Ge

rma

ny

Po

lan

d

EU

21

ave

rag

e

Po

rtu

ga

l

OE

CD

ave

rag

e

Me

xico

Au

stri

a

No

rwa

y

Ne

w Z

ea

lan

d

Hu

ng

ary

Un

ited

Sta

tes

Sw

ed

en

0

10

20

30

40

50

60

70

80

90

100

Women Men%

Source: OECD Education. (2013).

Council, U. S. N. I. (2004). Mapping the global future: report of the National Intelligence Council’s 2020 Project, based on consultations with nongovernmental experts around the world. National Intelligence Council : [Supt. of Docs., U.S. G.P.O., distributor.

56

16

13

7

5

3

• Raising the employment to 75%.• Raising R&D investment to 3% (EU's GDP).• Cut greenhouse gas emission by 20% (+20%

renewable).• Reducing school dropout by 10%.• Reducing poverty line by 25%.

“Europe 2020”: Green growth and jobs? (2010). EurActiv.com. Retrieved August 14, 2013, from http://www.euractiv.com/priorities/europe-2020-green-growth-jobs-linksdossier-280116

LicenseAttributionNoncommercialShare Alike Some rights reserved by Catherinette Rings Steampunk www.flickr.com/photos/danielproulx/3983646309/sizes/o/in/photostream/

5 trends

2020 EU will generate around 7 million jobs net (job creation minus job losses). Most of them will be in knowledge and skill intensive occupations.

An increasing demand for skills is foreseeing.

CEDEFOP (2010) Skills supply and demand in Europe: medium-term forecast up to 2020. http://www.cedefop.europa.eu/en/publications/15540.aspx

LicenseAttribution Some rights reserved by paul bica www.flickr.com/photos/dexxus/5791228117/sizes/z/in/photostream/

#1

LicenseAttributionNoncommercialNo Derivative Works Some rights reserved by seasonal wanderer www.flickr.com/photos/seasonalplume/2170231091/sizes/z/in/photostream/

Cross-border of co-operation: • Student mobility has increased significantly over the past decade.• Global competition for international students (Chinese or Indian).• Cross-border collaboration in research has grown (ICT) . • International co-authored articles more than 2x over the past two decades.

OECD. (2009). Educational Research and Innovation Higher Education to 2030, Volume 2, Globalisation. OECD Publishing.

#2

“Tertiary qualification did not bring the expected rewards. The chosen fields of study were already saturated…”

“Over-schooling and under-employment then resulted in frustration”

#3

OECD. (2013). European Union. In Education at a Glance. Organisation for Economic Co-operation and Development. Retrieved from http://www.oecd-ilibrary.org/content/chapter/eag-2013-46-en

- 73 million EU adults low level of education .- 20% of 15 year olds lack sufficient skills in reading. (by 2020) 20% more jobs will require higher level skills.

EUR-Lex - 52012SC0374 - EN. (n.d.). text/html; charset=UTF-8. Retrieved 15 August 2013, from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:HTML

LicenseAttributionNoncommercialShare Alike Some rights reserved by Daniel*1977 www.flickr.com/photos/didmyself/4328300896/sizes/z/in/photostream/

#4

The EU education-training systems and the skills mismatch:

Lack of appropriate business/industry experience (working environment), affecting European industry's competitiveness.

EUR-Lex - 52012SC0374 - EN. (n.d.). text/html; charset=UTF-8. Retrieved 15 August 2013, from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:HTML

LicenseAttributionNoncommercialShare Alike Some rights reserved by rikomatic www.flickr.com/photos/rikomatic/5610683006/sizes/z/in/photostream/

#5

LicenseAttributionNoncommercialShare Alike Some rights reserved by monkeyc.net www.flickr.com/photos/monkeyc/95165918/sizes/l/in/photostream/

10 (re)actions

Reducing number of low-skilled adults:Lifelong learning services > validation of non-formal and informal learning.

European Commission (2013) Council Conclusions on investing in education and training — a response to ‘Rethinking Education: Investing in skills for better socio-economic outcomes’ and the ‘2013 Annual Growth Survey’. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2013:064:0005:0008:EN:PDF

License Attribution NoncommercialNo Derivative Works Some rights reserved by AstridWestvang (computer problems) http://www.flickr.com/photos/astrid/3312839229/sizes/l/

#1

To strengthen links between education and training and the labour market. Elements of practical training can improve the employa bility of students.

Official Journal of the European Union (2011) Council conclusions on the role of education and training in the implementation of the ‘Europe 2020’ strategy. European Commission. http://eur-lex.europa.eu/JOHtml.do?uri=OJ:C:2011:070:SOM:EN:HTML

License Copyright All rights reserved by BotsIQ SWPA www.flickr.com/photos/botsiqswpa/6974105258/sizes/c/in/photostream/

#2

Vocational education and training (VET) systems should be the key to strengthening countries’ capacity to deal with rapidly changing labour-market conditions.

Lice

nseA

ttrib

ution

Som

e rig

hts

rese

rved

by

stria

tic

ww

w.fl

ickr

.com

/pho

tos/

stria

tic/2

4184

3728

/size

s/l/

in/p

hoto

stre

am/

OECD. (2013). European Union. In Education at a Glance. Organisation for Economic Co-operation and Development. Retrieved from www.oecd-ilibrary.org/content/chapter/eag-2013-46-en

“…to equip young people with the skills the labour market demands.”

#3

• World-class vocational education and training (improve vocational skills) • Work based learning (dual learning models to help the transition). • Promoting partnerships between public and private institutions (transversal skills) • Promoting mobility through Erasmus for All programme

EUR-Lex - 52012SC0374 - EN. (n.d.). text/html; charset=UTF-8. Retrieved 15 August 2013, from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:HTML

LicenseAttributionShare Alike Some rights reserved by Marion Doss www.flickr.com/photos/ooocha/2630529616/sizes/z/in/photostream/

#44 ke

y ar

eas

LicenseAttributionShare Alike Some rights reserved by cogdogblog www.flickr.com/photos/cogdog/5478215570/sizes/z/in/photostream/

“the number of higher education students in the world is expected to 4x, from around 100 M (2000) to 400 M (2030)”

• 85% of EU students are not mobile but will need international skills (‘flat world’). • Universities need to develop international curricula, promote language skills and

expand digital learning.

EC (2013) European universities need to think global, says Commission http://ec.europa.eu/education/news/20130711_en.htm

#5

Effective policies to boost young people’s employability: foundation skills and “soft” skills (teamwork, communication & negotiation)

OECD. (2013). European Union. In Education at a Glance. Organisation for Economic Co-operation and Development. Retrieved www.oecd-ilibrary.org/content/chapter/eag-2013-46-en

LicenseAttributionNoncommercialNo Derivative Works Some rights reserved by lastbeats www.flickr.com/photos/lastbeats/2550737319/sizes/z/in/photostream/

The overall emphasis on quality assurance has started to move towards assessing educational and labour market outcomes instead of inputs.

#6

Different tools and services - including recognition of qualifications, validation of non-formal and informal learning and lifelong guidance.

This will contribute to real EU mobility where a person's knowledge, skills and competences can be clearly understood and quickly recognised.

EUR-Lex - 52012SC0374 - EN. (n.d.). text/html; charset=UTF-8. Retrieved 15 August 2013, from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:HTML

LicenseAttributionNoncommercialShare Alike Some rights reserved by HeyThereSpaceman. www.flickr.com/photos/spacesuitcatalyst/536389937/sizes/z/in/photostream/

EQF, Europass, European credit transfer systems (ECTS and ECVET), the European Skills/Competences, Qualifications and Occupations (ESCO)

#7

Right mix of skills [Transversal]: digital technologies, active citizenship, creativity, innovation and entrepreneurship. + Strategies to deepening the understanding of lifelong learning (capacity to learn).

Official Journal of the European Union (2011) Council conclusions on the role of education and training in the implementation of the ‘Europe 2020’ strategy. European Commission. http://eurlex.europa.eu/JOHtml.do?uri=OJ:C:2011:070:SOM:EN:HTML

LicenseAttributionNoncommercialShare Alike Some rights reserved by Ken Latham www.flickr.com/photos/ken_latham/8070763370/sizes/c/in/photostream/

#8

Foster ICT-supported learning and access to high quality Open Educational Resources . Use and create digitised contents.

European Commission (2013) Council Conclusions on investing in education and training — a response to ‘Rethinking Education: Investing in skills for better socio-economic outcomes’ and the ‘2013 Annual Growth Survey’. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2013:064:0005:0008:EN:PDF

LicenseAttributionNoncommercialShare Alike Some rights reserved by giulia.forsythe www.flickr.com/photos/gforsythe/8101242745/sizes/c/in/photostream/

#9

EU 2020> Foster innovative capabilities, improving educational outcomes exploiting the economic and societal benefits of a digital society.

Commission, E. (2010). Europe 2020: a strategy for smart, sustainable and inclusive growth: communication from the Commission. Publications Office.http://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-%20Europe%202020%20-%20EN%20version.pdf

In the EU less than one person in three aged 25-34 has a university degree compared to 40% in the US and over 50% in Japan.

Attribution Some rights reserved by Dominic's pics www.flickr.com/photos/dominicspics/5582865351/sizes/z/in/photostream/

#10

LicenseAttribution Some rights reserved by Randy Pertiet www.flickr.com/photos/34652102@N04/5393507334/sizes/l/in/photostream/

Where is the next big thing?

US Education Department : Colleges can apply a "direct assessment" based on measured "competencies" not just credit hours ("seat time“)

Field, K. (2013, March 19). Student Aid Can Be Awarded for ‘Competencies,’ Not Just Credit Hours, U.S. Says. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Student-Aid-Can-Be-Awarded-for/137991/

LicenseAttributionNoncommercialShare Alike Some rights reserved by tyery1 www.flickr.com/photos/lovepotage/2656898978/sizes/z/in/photostream/

The US Education Department approved the eligibility of (Southern New Hampshire University and Capella University) programs offering degrees on a competency-based model

Competency-based approaches to education: Potential benefits: shortening the time (and cost) to degree/certificate completion, developing credentials that ease transitions between school and work.

Federal Student Assistance (FSA) (2013) Applying for Title IV Eligibility for Direct Assessment (Competency-Based) Programs. Available at ifap.ed.gov/dpcletters/GEN1310.html

Challenge: methodology for determining equivalencies (between number of credit or clock hours for the program to evidences)

Direct Assessment (Competency-Based) Programs

LicenseAttributionNoncommercialNo Derivative Works Some rights reserved by theloushe www.flickr.com/photos/theloushe/5185689247/sizes/z/in/photostream/

Rather than completing semester-long, multicredit courses, students should demonstrate mastery of 120 competencies (i.e. “can use logic, reasoning, and analysis to address a business problem”).

Parry, M. (2013, April 18). Competency-Based Education Advances With U.S. Approval of Program. Wired Campus. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/wiredcampus/u-s-education-department-gives-a-boost-to-competency-based-education/43439

http://blog.coursera.org/post/53374336556

100% blended:augmented learningformal-informalonline-offlineskills assessmentpermanente mobilityrecognition (outputs )

PPT ‘Europe 2020’ References:

tiny.cc/lealo

Nacidos para Aprender Born to Learn (Español) www.born-to-learn.org www.youtube.com/watch?v=1Go3z4AVmbE

“humans are born to learn and are naturally curious; learning is a reflective activity; and that children and particularly adolescents are searching for meaning”

“children need learning opportunities outside the classroom”

“Moreover restrictive curricula prevent the brain from developing creativity and enterprise”.

http://ec.europa.eu/youthonthemove/