Comparative matrix of Lifelong Learning Systems. Table 1: Comparative Table on National Legislation. Description. Country

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1 Table 1: Comparative Table on National Legislation Country Has a single law on LLL Has many laws for LLL system Denmark Eleven Acts directly related to adult education and training and 21 transverse Acts that affect adult learning. Each form of adult education and training has its own objective governed by law, e.g. General Adult Ed (AVU); Adult Vocational Training (AMU); Basic Education for Adults (GVU); Adult Vocational Training (CVT), etc. Recent revisions of legislation (e.g. Adult Voc Training Act 2009; Act on Institutions for Voc Training) strengthen co-ordination of system through regional centres and mechanisms for LLL (e.g. guidance andc counselling). All adults have constitutional right to complete compulsory general education. Sweden Multiple pieces of legislation on adult education and training. Recent legislation (e.g. Adult Learning Act (2001), Bill for new Act on Education (2011), the Municipal Adult Education Ordinance 2003) strengthens LLL approach in the system e.g. co-ordination, guidance and more flexible provision etc. All adults have right to complete compulsory education. Significant proportion of VET for adults (e.g. in-company training). There are no regulations that require employers to provide training but this is subject to negotiations and local solutions of social partners. Finland Multiple pieces of legislation defining sectors (e.g. Liberal Adult Education Act (1998); Vocational E&T Act (1998); Vocational Adult Education Act (1998); Public Employment Sercices Act). Acts include mechanisms to strengthen LLL system, e.g. competence assessment Germany Multiple pieces of legislation at National and State levels. National legislation regulates training in enterprises, craft trades, continuing vocational training, distance learning, and social security legislation that includes access to training for disadvantaged young people. State level regulates adult education and vocational education. Several pieces of legislation are relevant to adult education and training. Main legislation regulating adult education and training is the Adult and Vocational Netherlands Education (WEB) Act (1996).The objective of the act is to make adult education more coherent, and introduce LLL mechanisms such as Regional Training Centres (ROC) and national qualifications structures. Higher Education and Scientific Research Act (1993) regulates higher professional vocational education. Majority of Continuing Vocational education and Training is private and not regulated. The Civic Integration Act (2007) also creates demand for adult education as it requires immigrants to learn Dutch and about Dutch society. Scotland The Scottish Parliament is responsible for Education policy, Law may be contained by agreement as special provisions in UK legislation or in separate Scottish legislation e.g. Further and Higher Education (Scotland) Act The Local Government in Scotland Act 2003 sets the basis for community action on education for adults. A lot of policy is founded in regulations e.g. on funding - rather than by law. England UK statutory instruments apply. Multiple legislation that govern different sectors (.e.g. Learning and Skills Act (2000); Education Act (2002); Higher Education Act (2004); Further Education and Training Act (2007); Education and Skills Act (2008); Apprenticeships, Skills, Children, and Learning Act (2009). The Learning and Skills Act (2000) established funding structures to strengthen lifelong learning co-ordination, including at local level, and mechanisms such as information and guidance services. Adult entitlement to basic skills set by Education and Skills Bill (2008) Spain Multiple pieces of legislation. At national level, Organic Law on Education (2006) regulates the different stages of the education system, and sets the basics for adult education, and vocational training. Subsequent regulations define more detail. Organic Law and National Law on Qualifications and Vocational Training (2002) strengthen LLL approach in system. Autonomous Communities have responsibility for education and training and develop own legislation. Portugal Education and training sectors framed by the Basic Law of the Educational System (1989) which includes adult education. Vocational training is established 1

2 Country Has a single law on LLL Has many laws for LLL system by law as a separate sector. More recent legislation reflects policies for LLL, such as the 2007 legislation for National Qualification System, and 2008 legislation for recognition, validation and certification of competencies. Korea In addition to legislation on education sectors (e.g. VET) two pieces of legislation strengthen LLL: the Lifelong Education Act (1999), revised (2007). Turkey Basic Law on National Education (1973) lays foundation of LLL system, covers all sub-sectors and defines main aims of education. Also defines difference between formal and non-formal education. Vocational Education Act (1986; revised 2001) determines non formal education and training, and established the National Council of Vocational Education, responsible for governance of programmes under MoNE. Law for Private Institutions makes provision for establishment of private providers of education. Municipalities Act allows for municipalities to organise education and training. Under the Basic Education Act these programmes must be approved by MoNE. The Law on Turkish Employment Organisation determines IŞKUR s responsibilities to provide training and vocational guidance to unemployed. Vocational Qualifications Authority Act (2006) established the Vocational Qualifications Authority. VQA is coordinated by the Ministry of Labour and Social Security (MoLLS). It is responsible for establishing the vocational qualifications system in the context of an National Qualifications Framework. 2

3 Table 2: Comparative Table on National Lifelong Learning Strategies Country Has separate LLL strategy Has relevant strategies but no separate LLL strategy Denmark Strategy for Lifelong Learning (2007). Based on committment to all relevant players taking co-responsibiity. Sweden Lifelong Learning Strategy (2007) Finland Separate LLL strategy not considered necessary. National Development Plan for Education and Research is the expression of LLL policy Germany Strategy for LLL agreed in 2004 by Federal and Lander governments. The strategic interventions are embedded in current initiatives. Netherlands A set of policies, strategies and plans are being implemented under the guiding principle of LLL, and are being implemented through LLL Action Plans, although a stand-alone document called LLL strategy has not been developed. National Action Plan for LLL approved in1998. In 2002, Ministry of Education launched Policy Agenda for LLL, and second Action Plan for LLL approved in LLL strategy considered to be made up of the separate strategies for early school leavers, adult literacy, upgrading skills, and social integration of migrants. Scotland Strategy adopted in 2003 following big consultation exercise. Life through Learning: Learning through Life. Has provided foundation for more recent Lifelong Skills Strategy Skills for Scotland: Accelerating Recovery and Increasing sustainable economic growth (2010). England No single LLL strategy. Instead approach to LLL is addressed through policies in sub-sectors. Most recent strategy (2010) is Skills for sustainable growth strategy Spain Autonomous Communities are able to implement own measures in education and training, therefore no uniform national strategy. LLL strategy is implicit in national legislation, but it is under development in each Community, which show different developments and tendencies. Portugal No single LLL policy. A set of sectoral policies which are informed by LLL are being implemented. Korea In accordance with the LLL legislation, National LLL Promotion plans are developed every 5 years. Korea also has long term growth strategy called Vision 2030 Turkey Lifelong Learning Strategy Paper and Action Plan (2007, revised

4 Table 3: Comparative Table on National Stakeholder Bodies Country Denmark Sweden Finland Germany Netherlands Scotland England Advisory Council to Ministry Advisory Board is linked to Organ Spain Portugal none National Council for Adult Vocational Education and Training (REVE) is a tripartite committee of social partners that advises Minister on all matters concerning adult education and continuing training. The Council also advises the 11 Education and Training Committees responsible for an economic sector. In 2009, the two advisory councils for initial and continuing VET were amalgamated, reducing differences between VET provision for adults and young people. National Advisory Council for VET, established under Education Act (2010). The Swedish National Council for Adult Education is not a stakeholder council, but it is not-for-profit organisation made up of 3 partners including folk high schools with responsibilities in the non-formal education sector. Council for Lifelong Learning is a stakeholder body with members from Ministries of Ed and Employment, and Economy, labour market organisations, education and training institutions, HEI, students. It works in conjunction with Ministry of Education and Children, and its purpose is to develop opportunities for LLL and increase access to LLL and adult education and training. Tasks: * Monitor changes in education & work *Assess impact on educational needs of adult population and LLL policy; *Monitor and promote learning in working life; * Foster co-operation between HEI, providers, educational institutions and working life; * Monitor implementation of conditions for LLL and propose development measures; * Promote research relating to LLL, pedagogic development, and international co-op. BIBB, the government agency for VET, has advisory board made up of four partners: Federal Government, Lander, employers and employees. It advises on VET issues. German LLL system is decentralised, and much social partnership operates at the Regional level through Chambers, at State level, and at institutional level. Social and Economic Council is a national tripartite body which advises on Continuing Vocational Education and Training. Main focus for stakeholder cooperation is at sector, regional and local levels. Stakeholder councils tend to be advisory boards of government agencies. UK Commission for Employment and Skills (UKCES) is one such body (see under England). The SQA Advisory Council and the SCQF Partnership Forum are other examples. Proof of consultation with stakeholders on provision and services is often required for public funding to be given. Stakeholder councils tend to be advisory boards of government agencies. Skills Funding Agency has advisory board of stakeholders. UK Commission for Employment and Skills (UKCES) is a strategic partnership of major stakeholders with advisory role. It advises Devolved Administrations and UK government, and is the umbrella organisation for Sector Skills Councils. Its purpose is to strengthen employer voice and make sure qualifications are fit for purpose Sector Skills Councils also have boards with representation from employers and employees General Council for Vocational Training is a tripartite body that advises the Ministry on vocational education and training. Council membership is employer organizations, social partners, and competent administrative depts. (Ministry of Education, Ministry of Labour, Autonomous Communities). Its duties are to create and propose measures and priorities for vocational training policies that meet the needs and requirements of the labour market. It is also the Governing Body of the National Qualifications Institute. The Tripartite Foundation for Training in Employment is the government agency responsible for managing training for employment. It has a tripartite advisory board made up of civil service; employer organisations; and trades union. National Council for Vocational Training is an advisory body that is under the supervision of Ministry of Education and Ministry of Labour. It has representatives from government, employers and unions, and is responsible for evaluation and approval of aspects of the qualifications framework, for approving qualifications, and monitoring implementation of policy. It therefore functions as a stakeholder advisory board to Nat Qualifications Council (CNQ). Monitoring Council for Certification of Training Providers also includes social partner involvement 4

5 Country Korea Turkey Advisory Council to Ministry Advisory Board is linked to Organ none National Human Resources Committee Chaired by the President. Role is to strengthen co-operation between line Ministries with HRD responsibility. Conducts policy formulation and evaluation in HRD. National Vocational Education Council: stakeholder advisory body. Responsible for co-ordination of VET, for preparation of legislation, giving opinion on regulations. Responsible for the governance (needs analysis, curriculum, QA, certification) of occupational programmes that fall under MoNE. Evaluates the annual reports prepared by Provincial Employment and Vocational Education Councils (PEVECs) 5

6 Table 4: Comparative Table on National Ministries and National Agencies Country One Ministry More than one ministry Agency for LLL Denmark Although other Ministries are involved in LLL, the Ministry of Education is the main Ministry for adult education and training. It is responsible for co-ordinating adult education, and adult continuing vocational education and training. Sets legislative and funding framework. Responsible for curricula, exams and certification. Approves competence descriptions developed by education and training committees. Sweden Ministry of Education and Research. Responsible for all education and VET. Ministry of Employment Public Employment Service delivers training to job seekers registered at employment office. National Agency for Education: administers and monitors national framework for adult education and vocational education. Involved in quality assurance of provision. National Agency for Higher Vocational Education: independent organiser of publicly funded post-secondary education and training outside universities. Co-ordinates national framework for RPL. Ministry of Education and Culture is responsible for public education and training. Responsible for policy, legislation, financing, competence qualifications, and coordination of continuing professional development of teachers. Has a Division for Adult Education and Training. National Board of Education. Answers to Ministry. Finland Responsible for primary, secondary, adult education and training (except universities). Draws up national core curricula and framework for competence qualifications. Monitors adult education and training. Provides information on LLL (portal). Germany Federal Ministry of Education and Research: responsible for policy and legislation in certain areas of out-of- school adult education & training, (in-company vocational training, further vocational training and retraining). Ministry of Labour and Social Affairs Federal Employment Agency Responsible for vocational further education; The Lander Education Administrations are responsible for vocational education in schools. Federal Institute of Vocational Education and Training (BIBB) is core institute at national level for VET. Prepares regulations, carries out research, advisory and promotional work. Carries out monitoring and evaluation. Analyses labour market needs and carries out qualification development research. Netherlands Ministry of Education, Culture and Science Responsible for legislation and financing in secondary education, vocational education and training for adults and higher vocational education. Responsible for adoption of national qualifications. Departmental office responsible for co-ordination of adult education and training issues and for LLL. Ministry of Economy, Agriculture and Innovation responsible for financing of Agricultural Training Centres. Ministry of Social Affairs: responsible for labour market education. Scotland Scottish Government Education and LLL Directorate. Scottish Further and Higher Education Funding Council. Funds further education and training for adults; monitors provision. Education Scotland is the body responsible for the quality of formal and non-formal non-university education. Skills Development Scotland offers a range of services to employers, employees and others. Each of these bodies has been formed by amalgamating other agencies. England Department of Business Innovation and Skills (BIS) Responsible for adult learners post 19. Each year BIS sets the Skills Investment Statement (SIS). Department of Works and Pensions funds programmes that influence LLL. Skills Funding Agency (SFA) is responsible for funding of further education and skills development, to implement the SIS. Funds training, and career guidance. HE Funding Agency funds higher vocational education. Ministry of Education establishes legislation for national education system. Ministry of Labour and Immigration is responsible for vocational training for employment Spain at national level. Develops multi-annual plan and priorities, taking Autonomous Communities into account. Tripartite Foundation for Training in Employment: responsible for management of government programmes for training for employment. Portugal Ministry of Education is responsible for national education and vocational training. Ministry of Labour responsible for initial and continuing vocational education and training. Institute for Employment and Vocational Training (under the Ministry of Labour) is the national public employment service, responsible for active labour 6

7 Country One Ministry More than one ministry Agency for LLL market policies, including vocational training (IVET and CVET). It has network of vocational training centres, offering training to unemployed, and employment centres which offer guidance and information. Responsible for ensuring the coordination of the National Reference Point for Vocational Qualifications. Korea Ministry of Education, Science, Technology has main responsibility for adult education and training. Other Ministries with obligations for training in their sectors include Ministry of Government Administration and Home Affairs, Ministry of Culture and Tourism, Ministry of Health and Welfare, Ministry of Information and Communication. National Institute for Lifelong Education (NILE) is accountable to Ministry of Education and is responsible for LLL education research and policy implementation, including promotion of LLL, comprehensive education information system and credit bank system. Turkey Ministry of National Education: responsible for non-formal education and training for adults. Ministry of Labour and Social Security is responsible for vocational training in enterprises, and through ISKUR, for training for unemployed. 7

8 Table 5: Comparative Table on the relationship between national and local levels of the system Country Centralised Decentralised Denmark Sweden Finland Germany Netherlands Scotland England Spain Portugal Korea Turkey National level sets policy and legislation framework. Responsibility for adult education and training decentralised to municipalities in Public education and training institutions are self governing. Recent reforms have shifted some aspects of governance back towards the centre. For example, to improve coherence in adult education and training, the government took over responsibility for adult education centres (VUC), basic adult education (FVU) and general adult education (AVU). National level sets policy and legal framework. Legislation in 1991 decentralised responsibility for adult education and training to municipalities, which are responsible for ensuring education and training are available. More recently, municipalities encouraged to tender different providers, and do not organise all provision solely themselves. National level sets policy and legislation. Legislation in 1999 made municipalities responsible for general education and VET System decentralised to State (Lander) level. Federal government sets broad policy and financing framework. A Standing Conference of Ministers for Education and Cultural Affairs ensures compatibility across States, makes recommendations to Lander Governments for state level legislation. Quality Assurance in vocational training is decentralised to regional and sectoral level, through the Chambers. National government sets legislation, policy, and funding. Education and training responsibilities are decentralised to municipalities, which are responsible for provision of adult education and employment training. Scottish government sets policy and funding frameworks. Responsibility for delivery of adult education and employment lies with funding and quality assurance bodies. There is a Concordat between the Scottish Government and Local Government (2007). Education and Training are responsibility of Devolved Administration. Recent changes to institutional landscape in the skills sector bring greater focus on decentralisation of skills development to local level. Responsibility for education and training is decentralised to Autonomous Communities which have own legal identity and responsibilities for education and training Education and training are centrally administered. Policy, curriculum, teaching, finance are all set at national level Traditionally, South Korea has a centralised education system, and this is seen to have been a strength for driving education development in Korea. Responsibility for implementation of lifelong Learning has been increasing decentralised. Regional governments and local bodies pass their own laws to support the national Act. The national Act requires state and local government to deliver lifelong education, to establish their own lifelong education promotion plans. Most recent legislation devolved even more responsibilities for funding and provision to city level. National level sets policy and legislation, and curriculum for national programmes. Provincial structures of MoNE responsible for administration of education within the national programmes. Governorates have responsibility for co-ordination of administration at provincial level. 8

9 Table 6: Comparative Table on Provincial 1 co-ordination structures Country Advisory Stakeholder council Unit to Coordinate implement- ation of services Denmark Sweden Finland Germany Netherlands Public Department Scotland Advisory stakeholder councils exist at the local level, and are appointed by the municipality. The Education and Training committee consists of a minority from municipal council and a majority of representatives of social partners. The committee makes decisions on planning, facitlities and financing and also advises colleges on programme offerings. Regional VEU centres. There are 23 VEU Centres, established to co-ordinate LLL services at the regional level. They provide unified gateway for general and vocational adult education and training. The VEU Centre includes all public providers of education and training. They co-operate to offer more flexible and effective basic general and vocational adult education. Their role is to:* make access to education and training transparent, * to support career guidance * improve co-operation on business and employment policies* to identify and integrate skills needs at local level* to coordinate general and vocational education activities* to carry out outreach work to reach new target groups*focus on quality and effectiveness*draw on experiences across regions;*create synergy e.g. cooperating with job centres. Local advisory councils. Most municipalities have advisory bodies (programme councils and vocational councils) made up of local employer and employee representatives that advise schools on provision of workplace training etc. Regional power shared between two regional departments: Regional State Admin Agency (AVI) and Centres for Economic Development (ELY). Both agencies have responsibilities in education, although ELY is responsible for economic development and labour force competence. Both play important role in promoting adult education and training and in implementing continuing professional development for teachers. Local education and training boards established by education and training providers and play advisory role. Lander Level: Committees for vocational training. Equal representation of employers, employees and Lander authorities. They advise Lander government on vocational training issues in schools. Learning Regions Providing Support for Network: Federal Ministry of Education and Research supported the establishment of networks at regional level. Networks include different institutions and areas of education and training (e.g. regional and national institutions, competent bodies, social partners, training institutions, local authorities, labour administration etc). Their role is to develop, test, and put into practice innovative, integrated services for LLL. Initiating regional LLL and employment strategies. Lifelong learning infrastructure had been established for regional co-operation. Regional Partnerships of education institutions, local and provincial government, employment service, and business community determine the LLL needs in their regions, and agree on implementation. Regional Training and Employment Helpdesks ( one-stop shops ) have been established by Public Employment Service, Municipalities, companies and provider institutions, to provide guidance to learners, information and advice on training to companies and individuals. Regional Training Centres have been established to provide full time and part time adult education and training courses to municipalities. Providers offering training under Manpower Services can become part of the regional training centres (ROCs), or work closely with them. Skills Development Scotland is a national body that has local structures, offering co-ordination. The Skills Development Learning Centres offer guidance on education and training and also deliver training. Scotland s Learning Partnership (SLP) is a national partnership of adult learners and providers in Scotland. Members are adult learners and learning providers. At a local level there are Community Planning Partnerships responsible for community development which includes some aspects of education and training. 1 In this table, Provincial sub-structures include Regional, Provincial, Municipal and local sub-structures. Reflecting different governance models, countries delegate responsibility for co-ordination of planning, and of delivery of services, to different levels. 9

10 Country Advisory Stakeholder council Unit to Coordinate implement- ation of services Public Department England Spain Portugal Korea Turkey Provincial LLL Council Provincial LLL Unit Provincial MoNE Skills Funding Agency has councils in the regions which are responsible for regional planning and supervision of skills for the region. Local Enterprise Partnerships bring together Government agencies, local authorities, employers, and education and training providers in strategic partnerships to develop coherent approaches to skills challenges in the regions. Lifelong Learning partnerships at local level have to promote innovative approaches to LLL. Autonomous Communities are responsible for regional co-ordination of LLL New Opportunities Centres / New Centres Network This network is co-ordinated at the national level by the National Agency for Qualifications. There are 459 centres across Portugal that offer a range of LLL services including RPL and education and training. The network is intended to co-ordinate and manage supply, and strengthen monitoring and evaluation of LLL through an information management system. Local government (Metropolitan mayors and provincial governors) develops LLL promotion plans in consultation with their offices. Regional committees are formed by the local government and are responsible for implementation of plans. There are 16 Regional LL Education Information Centres. Schools also function as regional centres for LLL Provincial Employment and Vocational Education Councils (PEVECs). Established in each province, chaired by Governor, and have stakeholder representation. Responsible for employment and VET policy in the province, labour market analysis, training needs assessments, co-ordinating provision, monitoring and evaluation. Provincial LLL and Public Education Planning and Co-ordination Commission operate under MoNE and are mandated to coordinate public, private and NGOs working in LLL, to plan activities, and evaluate implementation of plans 10

11 Table 7: Comparative Table on Funding Country pub priv indiv Denmark Sweden Finland Germany Netherlands Scotland England Spain Public sector funding through taximeter system - per capita FTE(full time equivalent) grants - provided as block grant to institutions. Municipalities responsible for funding adult education, from municipal taxes. Independent, private institutions are also eligible for state funding. Public sector also contributes allowances to learners, and fees for unemployed learners. Incentives for employers include grants that enterprise can claim back equivalent to cost of fees. Employer contributions often pay student fees for trainees. Individuals pay fees. In 2008, social partners accepted greater co-responsibility for financing adult education and continuing training. Public sector funding : Adult education and training funded by central (Ministries of Education, and Employment) and municipal levels of state. Municipalities receive lump sum from state for adult education. Government grants are used to stimulate development in particular policy areas. For certain funding programmes municipalities must demonstrate co-operation (e.g. with Public Employment Service, social partners) and show how their adult VET links to existing LLL programmes. Private providers accredited to award qualifications may apply for public funds. Ministry of Employment funding to Employment Centres to fund training for unemployed. Public funding also contributes to student financing (grants and loans). Employers finance workplace training schemes, including the advanced (post secondary) VET programmes. Public sector funding to adult education and training is significant. State funding via central govt (Ministry of Education & Culture, and Ministry of Employment and Economy) and municipalities (including from their own tax base). Municipalities obliged to finance VET but not obliged for liberal adult education. Most training purchased by Employment Services is from public providers. About half of funding for liberal adult education comes from state; the rest comes from fees and maintaining organisations. Since 2002, 3% of whole funding to institutions is performance based. Public sector funding and contributions from Unemployment Insurance Fund paid into Education Fund which is administered by social partners and provides financial assistance to students (allowances and scholarships). Study vouchers also introduced. Employers fund in-service training and may purchase training from public employers. Financing from state, employers, unions, Chambers, individuals. Significant contributions from private sector employers to vocational training, through dual system and in-service training. Public funding from Federal Ministries (Education, Labour, Economics), from Land Ministries, from local authorities and from the German Social Security Code. Adult education and training is dominated by private sector. Mixed financing. Ministry of Education administers most central government expenditure. Only a small percentage is allocated to adult education and training. Various mechanisms used to direct public funds to provision. Government transfers funds to institutions on basis of student numbers, programmes, and numbers qualifying; and to municipalities on the basis of number of adults, minorities, etc. Municipalities contract provision. Participation Budget at municipality introduced for labour market integration, includes training for unemployed. Public funding to student grants to pay fees to institutions. Incentives for employer participation include reduction to wage tax contributions for enterprises that provide placements for apprenticeships and interns. Employers make compulsory payments into Training and Development Funds agreed by collective labour agreements, and can benefit from refunds for training employees. Employers also pay for guided learning for participants in dual training, in practical training etc. Funding from state, employers and individuals, with significant contributions from private sector employers. Public funding body is Further and Higher Education Funding Council. Recent reforms in the Post-16 skills sector aim to make public funding more efficient by incentivising learning provision. For example, in the Flexible Training Opportunities (FTO) scheme public support is given to employer-based training by providing 50% of cost of training (up to 500 GBP per employee). Local authorities channel funds through community learning strategy partnerships. Local authorities fund community learning on the basis of service agreements. Strong contributions from private sector employers. Public funding from Skills Funding Agency (SFA) to further education institutions which are open to adults of all ages. Recent plans intend to rebalance investment from public to greater contributions from private and individual. This includes the development of joint investment in a Growth and Innovation Fund, which is managed by SFA and provides funds for innovations in employer-based skills development. Strong contribution by public sector. Increase in participation rates in past decade associated with much greater involvement of private sector. Ministry of Education funds initial vocational education and training and LLL initiatives. Ministry of Labour and Immigration funds continuing vocational education and training in the employment subsystem. Autonomous Communities also provide funding. Significant public budget allocated for period to applying the Organic 11

12 Country pub priv indiv Portugal Korea Turkey Education Act. 60% from state, 40% from Autonomous Communities. Significant increase in funding to the Training on Demand initiative made available to employers since Employers use own resources to train employees, and can claim some grants back from the state. Employers make 0.7% Vocational Training Contributions towards the funding of the vocational training for employment subsystem. Employers then get a reduction in their social security contributions during following year, based on training provided previous year. Public sector funding is significant; funding is from State Budget (Ministry of Education), Social Security Budget (Ministry of Labour and Social Security, with funds allocated to the Institute for Employment and Vocational Training), and European Social Fund. Employers and employees Indirect contribution through the 4.7% of social security contributions paid are set aside for employment and vocational training policies. Direct contribution through covering costs of continuing vocational education and training. Public sector funding through Ministry of Education, Science and Technology which is main funder of LL education, but range of relevant Ministries also fund training in their areas. Increasing decentralisation of funding as cities, counties and districts emerge as new funders. Strong private contribution to VET through employment insurance fund, and student fees. Employment Insurance is a social insurance system that funds the labour capacity building card system, training for unemployed etc Public sector funding through Ministry of National Education (MoNE) to public sector providers including Public Education Centres (PECs), Vocational Education Centres (VECs), and through municipalities. Under the Vocational Education Act (2002), enterprises with more than 20 employees in the fields regulated by MoNE and which are recognised as an authorised skills training establishment, are required to provide practical training to 5 to 10% of employees. Enterprises with more than 200 employees are required to establish training units. 12

13 Table 8: Comparative Table on Quality Assurance (QA) Country Ministry QA Agency Sector bodies Denmark Sweden Finland Germany Netherlands Scotland Quality assurance of adult education and training is governed by Ministry of Education. It sets rules for adult education centres, draws up all adult education curricula and composes all written examination assignments and appoints external examiners. A range of obligatory national tests have been introduced. National competence programmes are drawn up by the 11 national adult education and contining training committees in each economic sector, and approved by the Ministry. Vocational training providers must complete an internet based evaluation tool. Danish Evaluation Institute (EVA) is an independent state institution established under Ministry of Education, in It evaluates all levels of education, carries out initial accreditation for short cycle and medium cycle further continuing professional education and training. Accreditation Council accredits higher education study programmes. Public providers e.g., Adult Vocational Training (AMU) provide significant amount of training that is offered by employers for their workforce. Responsibility for quality assurance shared between central and local authorities and individual providers. National Agency for Education plays an important role in QA. Sets up national councils to develop qualification requirements, guidelines, curricula and grading criteria for adult education and training programmes. All programmes, including local programmes now have to be approved by national agency. Swedish School Inspectorate is the main QA body of the state for adult education. Examines quality and outcome of education in municipalities and independent schools. The Agency for Higher Vocational Education has mandate to develop more robust quality assurance procedures for higher vocational education. Joint business labour training boards are responsible for certification in many VET occupations at sectoral level. These are not regulated by government but are subject to negotiations by social partners. Curriculum development is the responsibility of the provider. Institutions are responsible for quality of provision, and municipalities also play a role in QA. National Board of Education Responsible for drawing up national core curricula for formal education, vocational upper secondary, adult education and liberal education and the framework of vocational qualifications, and competence qualifications. Providers responsible for developing local curriculum, with advice from local education and training committees. National Education and Training Committees survey education and training needs, review curricula, etc. in an occupational sector or qualification. Qualification Requirements documents are drawn up. Competence tests are set up by provider which establishes local board made up of local employers/business/ industry to plan & implement assessments and award certificates. There is no inspectorate of schools in Finland. The Finnish Evaluation Council for Education and Training functions as a network of experts, and carries out external evaluations. Institutions are responsible for own evaluation, and for improving quality. Encouraged to adopt quality management recommendations. Private providers that do not fall in the public system of funding are not permitted to use titles of qualifications reserved for the public system. Students in such provider institutions may demonstrate skills in assessments and gain right to qualification. Lander are responsible for quality assurance of vocational education and training in schools, including development of curricula for public providers. School inspectorate monitors quality of provision in schools. Quality assurance of VET is responsibility of competent bodies which are set up at regional level and include social partner representation (Chambers, Professional Boards). The Competent bodies ensure suitability of training centres; monitor training; advise enterprises; establish and maintain list of training contracts; institute and hold exams. Chambers set up exam committees for each occupation with at least 3 members (employer representative, employee representative, teacher). Examination certificate is issued by Chamber. Additional qualifications can be certified by company, vocational school,or chamber. Ministry of Education approves the qualifications developed at a sectoral level by the Knowledge Centres for VET and Trade and Industry (Colo). Providers develop own curricula and run exams. Education Inspectorate supervises quality of exams, and carries out external QA of provider. HBO Council: sets accreditation requirements of HBO programmes that must be met by providers. Scottish Qualifications Authority (SQA) regulates qualifications and awarding bodies. It is also the main awarding body. All awarding bodies quality assure the assessment of their qualifications. There are quality assurance agencies for higher and further (including community) education. Schools, colleges, community learning and private trainers receiving public funding are inspected by Education Scotland. Much educational funding is awarded on the basis of quality assured performance indicators. 13

14 Country Ministry QA Agency Sector bodies England Spain Portugal Korea Turkey OfQual is independent of government and regulates qualifications and assessments in adult education and training, and maintains national register. Awarding Bodies, also independent of government, are recognised by OfQual to carry out assessment and award certificates. National Apprenticeship Service (NAS) responsible for QA of apprenticeships. Ofsted is responsible for QA of provision. It has inspection framework for FE colleges, work-based providers, adult, community learning. Autonomous Communities are responsible for QA of public E&T. The Education Administrations award certificates for vocational initiation programmes. Labour Administrations award certificates for alternance training and have the power to inspect training in their geographical area, authorise course register centres, and issue certificates. National Public Employment Service and the relevant Autonomous Community Dept also issue professional certificates registered in the National Catalogue of Professional Qualifications. The National Qualifications Institute (NQI) promotes the updating of national qualifications, is responsible for the national Catalogue of Professional Qualifications, and is developing accreditation procedures. The Network of National Reference Centres works with the NQI to keep sectoral qualifications up to date. As the Board of the NQI, the General Council for VET approves all qualifications in the catalogue. DG Employment and Industrial relations is responsible for Quality Assurance of initial and continuing VET. It defines criteria, quality evaluation and accreditation of VET providers. National Agency for Qualifications is responsible for maintaining the Catalogue of Qualifications. Sectoral Councils for Qualifications identify new competencies, and qualifications. The National Council for Vocational Training approves the qualifications. Korean Educational Development Institute (KEDI) is commissioned to manage the academic credit bank system. Accreditation of non-formal providers is managed by KEDI. KEDI announces criteria and methods of assessment of non-formal institutions. Institutions can apply for accreditation of programmes which are held once or twice a year, with panel of assessors including from formal institutions. If programmes found to be equivalent to formal provider, the non-formal institution may be accredited by KEDI. The institution can then submit evidence of learners outcomes for award of credit. Board of Education is responsible for award of education qualifications; Vocational Education Council is responsible for governance of vocational programmes in occupational areas that fall under MoNE. Vocational Qualifications Authority (VQA) is co-ordinated by the Ministry of Labour and Social Security (MoLLS). It is responsible for establishing the vocational qualifications system in the context of an National Qualifications Framework. TÜRKAK is responsible for certification and accreditation of services that institutions provide for public or other bodies. 14

15 Table 9: Comparative Table on Monitoring and Evaluation (M&E) Country single multi none Denmark Sweden Finland Germany Netherlands Scotland England Spain Portugal Korea Turkey Ministry of Education Extensive enrolment data available National Agency for Education is responsible for monitoring achievement of national goals in education including adult education, including VET at schools and VET for adults in municipalities (upper secondary level). It gathers statistics and quality indicators and publishes on website. It is also monitoring municipalities data /records on actual VET skills needs in local labour market to make sure training offered matches local labour market needs. National Council for Adult Education: is not-for-profit organisation with 3 partners that is responsible for monitoring and evaluation of popular and liberal adult education National Board of Education develops and evaluates education. Ministry of Labour and Social Affairs Federal Employment Agency: responsible for vocational further education; prepares statistics and reports. Lander Employment Agencies: prepare statistics and reports. BIBB carries out surveys and draws up the Continuing Training monitor. Monitors developments in continuing training and collects statistical data on sector. Shares this monitoring role with German Institute for Adult Education. At Regional Level Competent Bodies monitor training; establish and maintain list of training contracts. Ministry of Education monitors education and training provision. Evaluation is outsourced to contracted providers including knowledge institutions. Monitoring and evaluation is mainly carried out by the following quality assurance agencies: Education Scotland, the Quality Assurance Agency for Higher Education and SQA. Skills Funding Agency operates the Framework for Excellence (FfE) to provide consistent Management Information on Key Performance Indicators for post 16 providers, and publishes M&E information to aid user choice. Sectoral Committee for Education is made up of responsible officials in Autonomous Communities and chaired by Minister of Education. It ensures c-operation on policies that affect system as a whole including M&E, and educational statistics. Bodies responsible for M&E of continuing VET include National Public Employment Service, Tripartite Foundation for Training in Employment and competent Autonomous Community bodies. The Tripartite Foundation for Training in Employment provides technical support. National Agency for Qualifications (ANQ) manages the New Opportunities Centres Network. The network includes an information management system, strengthening M&E of the education and training supply system. Schools are evaluated annually by external monitoring groups set up by provincial education offices. National Institute for Lifelong Education (NILE) publishes information on LLL. Ministry of Education, Directorate General Lifelong Learning has Directorate of Monitoring and Evaluation. Institutional providers collect M&E data. 15

16 Table 10: Comparative Table on Career Guidance and Counselling Country Law guidance for all ages Denmark Sweden Finland Germany Netherlands Scotland England Spain Portugal Law requires provision only for youth Not in law Act on Guidance, 2003 has been regularly amended. The Act mainly covers young people up to age 25. Ministry of Children and Education is responsible for continuous supervision and development of guidance services. Adult education centres (VUC) are required to deliver careers guidance and counselling Education Act 2010 gives all pupils the right to guidance and counselling. Municipalities are responsible under Education Act 2010 to try to reach all who have right to basic adult education and motivate them to participate through outreach activities. Main providers are schools and Public Employment Service. National strategy for LLL guidance approved in spring Career guidance strategy includes commitment to access to guidance for all, competence of counsellors, quality management system for guidance & counselling; and co-ordination of guidance and counselling. Legislation on the qualifications of career guidance counsellors. Responsibility of providers to make sure students receive appropriate training and guidance. Main providers are public education institutions and public labour administration. There are also private providers Is legal responsibility of several institutions: Public Employment Service; Chambers of Industry and Commerce (to offer guidance to enterprises, training providers, apprentices, employees).although embedded in employment strategy, education, and in LLL strategy, it is split across sectors without a coherent cross- sectoral national lifelong guidance strategy. The LLL strategy includes measures to improve careers guidance and counselling. Because co-ordination is a challenge, the follow up to learning regions programme seeks to enhance local co-operation and management. Regional LLL strategies developed by Learning Regions Networks to include career guidance and counselling. Is in process of developing quality standards and a quality development framework, through a project funded by Federal Ministry of Education and Research. Career guidance register launched by German Association for Educational and Career Guidance. Professionals can apply to register Government guidelines exist but implementation is left to providers. Career guidance is marketised, and provided by range of institutions, including public providers, municipalities, employers and unions, and private providers. There is therefore a lack of coherence across different parts of the service. Career guidance services provided in regional training centres ( ROCs), and by regional helpdesks. Career guidance counsellors may register with organisation called NOLAC One service for all ages. Skills Development Scotland provides advice on learning opportunities through its website ( My World of Work ), telephone helpline and public access centres. Works with business, providing advice on training and other appropriate courses. Acts as a broker between learners and providers. Separate services for young people and adults. Local authorities have a statutory duty to encourage, enable, and assist participation in education and training. Focus on people not in employment, education or training ( NEETs). They are not required to provide a universal careers service anymore. Skills Funding Agency: responsibilities also include career guidance and information. It runs the national careers and guidance service, which is marketised. Different types of organisation can bid to run parts of the service. Each region has a prime contractor. Careers Profession Alliance (CPA) working with professional bodies to establish common professional standards; developing career framework for continuing professional development of careers advisors; and creating register of careers professionals. Organic Law on Education states that Autonomous Communities are responsible for implementing measures needed to ensure guidance mechanisms to respond to students needs during compulsory education. Delivered by several institutions; by education departments through education centres; labour departments through network of Employment Services; institutions linked to labour market access programmes; and other agents Services organised under Ministry of Education, Ministry of Labour and Social Security, and some private sector bodies. Ministries have adopted a development strategy to involve multidisciplinary team to ensure integrated approach. Institute for Employment and Vocational Training and Ministry of 16