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Education International Vocational Education and Training Round Table Budapest, 21-22 October The OECD work on VET Bernard Hugonnier Directorate for Education Centre for Educational Research and Innovation (CERI) Outline I. Systemic innovation in VET II. Thematic review on VET I. Systemic Innovation in Vocational Education and Training Centre for Educational Research and Innovation (CERI) What is innovation “The implementation of a new or significantly improved product (good or service), or process, a new marketing method, or a new organisational method in business practices, workplace organisation or external relations” (Oslo Manual, OECD/Eurostat) Why concentrating on innovation While in the current economic climate there might be a general pressure to cut in public expenditure, innovation should not be considered an unnecessary expenditure but rather the essential ingredient that would differentiate resistant VET systems from those hardest hit by the crisis and should thus be protected to the extent possible. The ability to use the elements of the innovation process (planning, monitoring, evaluation) as a costeffective mechanism to guide product and process development could, in the long run, save money. What is systemic innovation Systemic innovation in education can be defined as any kind of dynamic systemwide change that is intended to add value to educational processes and outcomes. Systemic innovation analysis aims to improve: – The operation of systems – Their overall performance – The perceived satisfaction of the main stakeholders with the system as a whole Why concentrating on VET Education systems, and Vocational Education and Training (VET) systems in particular, are often in the centre of policy debates at times of economic crises and rising unemployment, as it is a widely held assumption that a well-functioning training system can protect against unemployment, especially among youth Periods of economic crisis can therefore be an opportunity for countries to examine how equipped their VET systems are to deal with change and to innovate. Overview of the OECD study Objectives – Investigate how VET systems go about innovation Methodology – Desk research – Questionnaire – 14 case studies Countries – Australia, Denmark, Germany, Hungary, Mexico, Switzerland Outputs – Country reports: www.oecd.org/edu/systemicinnovation/vet – Full report (MAY 2009) Skills for tomorrow: Systemic innovation in VET Part One: Analytical framework Definitions, Literature review Proposed model Part Two: Empirical and comparative work Drivers , enabling factors and barriers Process and dynamics Role of the knowledge base Part Three: Recommendations Government and policy Research agenda Conclusions of needs Model ofIdentification Innovation in Education What are the drivers of change? Evaluation & Monitoring Identification Which stakeholders are involved?of the innovation Development = surveillance/ judgement of outcomes of needs Knowledge base Top-down vs. bottom-up? How and when? What types of knowledge? Evaluation & Development Which stakeholders? What criteria are used? Tacit knowledge Monitoring of innovation Summative or formative purpose? Explicit knowledge Knowledge base What Outcomes are the findings? What knowledge sources? Output of the innovation Implementation process Output Outcomes of the innovation = impacts or consequences Product Without piloting: large-scale implementation Is there an ‘implementation gap’? With piloting: Process 1.Small-scaleImplementation implementation Marketing method 2. Monitoring/evaluation 3. Scaling-up Organisational method Drivers of change Economic – Need of new skills – Need to increase efficiency Social – Need to raise equity – Need to enhance inclusion Political – Government’s achievement Technological – Use of ICT – Other technological changes Enabling factors Public support Political vision Research evidence Brokerage for the generation and dissemination of knowledge The emergence of an innovative education industry? Growth of patent applications: Worldwide new education technologies (1990-2006) 400 Education technologies by year - Main Countries Japan (MA(3) - Patent Families only) USA 300 200 EU27 100 China Korea 0 1992 1993 1994 1995 USA 1996 1997 Japan 1998 1999 EU27 2000 2001 2002 Korea 2003 2004 China 2005 2006 Educational research and development Total expenditure as % of GDP (country average in recent years) Share of total public research expenditures (2008) on 9 8 7 6 5 4 3 2 1 0 9 8 7 6 5 4 3 2 1 0 Education Health Education Health Barriers to change Innovation fatigue Competing policy agendas Inappropriate accountability mechanisms and public policy agendas: • Restricted risk management • Short-term planning Policy conclusions 1. Develop a systemic approach to innovation in VET 2. Promote a continuous and evidence-informed dialogue about innovation with the stakeholders 3. Build a well-organised, formalised, easy to access and updated knowledge base about VET 4. Supplement investments in VET innovations 5. Support relevant research on VET according to national priorities Thank you More information: www.oecd.org/edu/systemicinnovation II. Learning for Jobs OECD Review of Vocational Education and Training (VET) Centre for Educational Research and Innovation (CERI) VET systems vary widely across OECD countries Vocational education and training as a share of the upper secondary sector, 2006 Source: OECD (2008), Education at a Glance 2008, Indicators, Table C1.1, OECD, Paris Objective of the study: How to improve responsiveness of VET systems to labour market needs An international perspective Phase 1 2007-2008 Phase 2 2009-2010 Australia Hungary Korea Mexico Norway Sweden Switzerland United Kingdom (England and Wales) Austria Belgium (Flanders) Czech Republic Chile China Germany Ireland United States (South Carolina, Texas) Main policy recommendations 1) The international VET evidence base needs to be improved. 2) VET systems should deliver the right skills mix. 3) VET needs to be well taught. 4) VET should be delivered in the right place. 5) Cooperation with social partners is essential to make change happen. 1: The VET evidence base needs to be improved The OECD International Survey of VET Systems C urric ula D e c is io n A dv ic e P ra c t ic a l t ra ining c o nt e nt D e c is io n A dv ic e A c quire d c o m pe t e nc ie s D e c is io n A dv ic e D e liv e re d Q ua lif ic a t io ns D e c is io n A dv ic e - - ■■■ ■■■ ■■■ - ■■■ - ■■ ■■■ ■■ ■■■ ■■ ■■■ ■ ■■■ - ■■ - ■■ - ■■■■ - - ■■■■ ■■■■ ■■■■ ■■■■ ■■■■ ■■■■ ■■■■ ■■■■ Finland ■■■ ■■■ - ■■■ ■■■ ■■■ ■■ - France - - - ■■■■ - ■■■■ - ■■■■ Germ any - ■■ ■■■ ■■■■ - ■■ ■■■ ■■■■ Hungary - ■■■■ - ■■■■ - ■■■■ * ■■■■ Netherlands - ■■■■ - - - ■■■■ - ■■■■ Norw ay - ■■■■ ■■■■ - - ■■■■ ■■■■ - Sw eden - ■■■■ - ■■■■ - ■■■■ - ■■■■ Sw itzerland ■■■■ - ■■■■ - ■■■■ - ■■■■ - Turkey ■■■■ - ■■■■ - ■■■■ - - - - ■■■■ ■ - ■■■■ - ■■■■ - Australia Austria Czech Republic Denm ark United States Social partner influence on upper secondary VET: - 0%; ■ 1-25%; ■■ 26-50%; ■■■ 51-75%; ■■■■ 76-100% Source : Kuczera, M. (forthcoming), The OECD International Survey of VET Systems, OECD, Paris 2: VET should deliver the right skills mix General skills What should students learn? or specific skills? Lessons: •Specific skills smoothen school to work transition • General skills ensure flexibility later on. 2’: VET should deliver the right skills mix • Students choose, How many students per programme? • Government plans or • Employers determine? Lessons: •Balance student preferences with employer demand, ideally through workplace training. • Provide government support in case of market failure. Effective trainers and teachers 3: VET needs to be well taught Three Challenges: • Teacher shortage How to prepare VET instructors? • Teachers lack industry experience • Trainers lack pedagogical skills Lessons: • Ensure adequate pedagogical and technical knowledge. • Promote interchange between VET institutions and firms. • Encourage flexible recruitment and part-time working. Learning and work: two worlds? 4: VET should be delivered in the right place • Prepares apprentices for the world of work Advantages of workplace training • Apprentices can make productive contributions • Facilitates recruitment and transition to the labour market Lessons: • Some skills are better taught in a school environment. • Tasks acquired in a firm might be too firm-specific. 5: Engagement of social partners is essential Provision of apprenticeship places signals labour market relevance of the programme. Participation in curricula design guarantees link between workplace training and teaching in schools. Actual influence and interest for engagement are mutually reinforcing. VET systems and the crisis 82% 6% 80% 5% 78% 4% 76% 3% 74% 2% 72% 1% 2005 2004 2003 2002 2001 2000 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988 1987 1986 1985 1984 68% 1983 -1% 1982 70% 1981 0% Share of apprentices 7% 1980 GDP growth Economic development and apprenticeship enrolment rates among 16 year olds in Switzerland Average GDP growth, current and previous year Share of apprentices among 16-year olds Source : Schweri und Müller (2008), Die Ausbildungsbereitschaft der Betriebe. Entwicklungen 1999 bis 2005, Bundesamt für Statistik, Neuenburg Responses to the crisis should aim to maintain the system Increase the number of government-funded places in education and training (Ireland) Monitor demand and supply of the apprenticeship market (Switzerland) Give subsidies to employers who keep their apprentices (Germany) Provide government sponsored workshop-type apprenticeships (Austria) Increase the number of apprenticeship places in the public sector (England) Thank you More information: www.oecd.org/edu/learningforjobs www.oecd.edu.org [email protected] Centre for Educational Research and Innovation (CERI)