Conference on Validation To Implement a High Quality Validation Process: A Challenge

Transcription

1 Conference on Validation To Implement a High Quality Validation Process: A Challenge Oslo, 5 March 2012 Recognition of Non-formal and Informal Learning: Theory and Evidence. What do we REALLY know? Patrick Werquin Professor, CNAM (Higher Education Institution), Paris and Independent Consultant Formerly Senior Economist, OECD (Education) Formerly Programme Specialist, UNESCO (Education) (The opinions expressed in this power point presentation are those of the author alone)

2 Main Objective Today BEFORE(Theory): Recognition of non-formal and informal learning: what do we know - or assume - before doing it? (Source: OECD activities on Adult Learning, Adult Literacy (IALS, ALL), National Qualifications Systems/Frameworks and the Recognition of Non-formal and Informal Learning; ) AFTER (Evidence): Recognition of non-formal and informal learning: what do we know about the benefits of doing it? (Source: Statistical Surveys and Econometric Modelling, )

3 Agenda Adult Learning: Evidence Recognition of Non-formal and Informal Learning: Theory Recognition of Non-formal and Informal Learning: Evidence

4 Agenda Adult Learning: Evidence Recognition of Non-formal and Informal Learning: Theory Recognition of Non-formal and Informal Learning: Evidence

5 Adult Learning: Evidence - General under provision - Motivation (of adults) is the main issue - Participation is low especially in literacy programmes and especially for poorly qualified individuals - The adult learning system is inequitable less so in the European Nordic countries

6 Enrolment in Educational Institutions by Age: Formal Adult Learning is NOT Happening Finland France Germany Italy Japan Spain Sweden United Kingdom United States Country mean and over

7 Adult Literacy: Evidence Informal Learning is Happening Among Adults Low Literacy High Literacy Low educational attainment High educational attainment 40% 10% 10% 40%

8 Adult Literacy: Evidence Informal Learning is Happening Among Adults Low Literacy High Literacy Low educational attainment High educational attainment 40% 10% 10% 40%

9 Agenda Adult Learning: Evidence Recognition of Non-formal and Informal Learning: Theory Recognition of Non-formal and Informal Learning: Evidence

10 RNFIL Concretely We know very little about the actual benefits Most decisions are based based on faith (on the belief it s good) No data (some exceptions: France, Portugal ) Many actors and stakeholders are against RNFIL

11 Expected Broad Benefits: Double Currency RNFIL has value and currency in the lifelong learning (LLL) system (because people gain access to the lifelong formal learning system and can resume formal studies): Is this happening???? RNFIL has value and currency in the labour market (because people competences are made visible and communicated to the wider world) - Employability: Is this true???

12 What we (Believe we) Know What matters: societal recognition : whether outcomes have value and are used in the society, in the labour market typically? the term validation does not begin to capture what is at stake Key issue: recognition does not necessarily mean a high level of formalisation, but it needs some (continuum of outputs, from self esteem to qualifications for the labour market). that s where quality assurance comes in!! Standards RNFIL and formal LLL should be complements, not competitors

13 What we (Believe we) Know (cont d) It s NOT free It s NOT always cheap (especially for low skilled individuals) It s cheaper that extensive training It does NOT create the skills and competences it is meant to recognise => as an obvious consequence it may not be suitable for the people with very little to recognise => those people may be better off undertaking formal learning activities (e.g. training)

14 Assumptions: The Big Picture Together with Qualifications Frameworks, Credit Transfer Systems, Involvement of all Stakeholders, Information and Guidance, Recognition of non-formal and informal learning is a potential mechanism to promote Lifelong Learning (Coles and Werquin, OECD, 2007) Recognition of non-formal and informal learning is a necessary condition: For Qualifications Frameworks to fly; and For Qualifications frameworks to be equitable (because they will become inclusive)

15 Main Rationale for RNFIL And the only way to understand what it is about: Creating new routes to qualifications (Equity)! Powerful policy tool (continuum)

16 Agenda Adult Learning: Evidence Recognition of Non-formal and Informal Learning: Theory Recognition of Non-formal and Informal Learning: Evidence

17 Basic Statistics: France, (VAE) Source: Rapport Besson, 2008

18 Awarding of Certifications, France, 2005 (VAE) Source: Rapport Besson, 2008

19 Success, France, (VAE) Source: Rapport Besson, 2008

20 Awareness of RNFIL in France (2006) Source: Rapport Besson, 2008 Legend, from left to right: -No qualification -EQF 3 -EQF 4 -EQ F5 -EQF 6-8

21 A Survey in France, 2007 (VAE) Micro-data Individuals that qualified for participating in the VAE process ( eligible ) In the first semester 2005 Aiming at a Level EQF 3 vocational qualification ( CAP, BEP ) Sample size about 4500 Surveyed in January 2007 (18-24 months) By Céreq, Dares and Drees Published EJVT, Cedefop, Recotillet & Werquin (2009)

22 A Survey in France, 2007 (VAE) 87% women (average age: 40) 13% men (average age: 35) 75% already at level EQF 3 Aiming mostly at a qualification in the Health or Care sector Survey objective: labour market situation after VAE 85% employed before VAE

23 Certified People Exit Faster from Unemployment Non-certified individuals leave unemployment slower Certified individuals leave unemployment faster

24 Evidence: Probability of Leaving Unemployment Legend: -Neutral effect: Risk Ratio = 1 -Risk Ratio > 1: positive impact on leaving unemployment -Risk Ration > 1: negative impact on leaving unemployment -Significant effect: P < 0.005

25 Evidence: Probability of Certification Explanation: -Dummy for being awarded the certification -Selection bias: those with the longest experience more likely to succeed in RNFIL, blurring the measured effect: seniority of certification? -Instrumental equation: certification (left) Legend: -Positive Coefficient: positive effect on probability of having a certification through RNFIL -Negative Coefficient: negative effect

26 Evidence: Probability of Having a Better Wage Explanation: -Main equation; Dummy for better wage (Probability of a better wage) -Net effect of Certification (without the indirect effect of seniority or experience) Legend: -Positive Coefficient: positive effect on probability of having a better wage after certification through RNFIL -Negative Coefficient: negative effect

27 Whether VAE Brings Self-confidence

28 Another Survey: Summary No economic benefits need for a longer time window and/or longitudinal data Loads of personal benefits (self esteem, confidence ) that may translate into economic benefits in the medium or long run

29 Food for Thoughts Qualifications in high demand: RNFIL a solution especially if the formal training process is long and a qualification required (Health, Care, all regulated occupations) The new route idea RNFIL generates positive effects irrespective of successful applicant initial characteristics (well known selection bias controlled for) - Wage, self esteem etc. Evidence about participants actually continuing on formal studies They may not always be only/always economic benefits (important for the design of future surveys, data bases) Second chance: NO evidence so far (training: better option) Monitoring and guidance is key ( accompagnement ): solution to make it a second chance: equity issue

30 RNFIL vs. Formal Learning/Training

31 M e r c i Questions and comments please to: patrick.werquin@gmail.com

32 Read More? Florentino Sanz Fernández y Ministerio Español de Educación, Reconocimiento de los aprendizajes no formales e informales, Informe Nacional de España para la actividad de la OCDE (ultima consulta 20/02/2012: (exist in Spanish and in English) Klara Bezdekova, Gabriella Di Francesco and Patrick Werquin, Recognition of non-formal and informal learning in Spain, Country Note prepared for the OECD activity.

33 Read More? Werquin P., The Missing Link to Connect Education and Employment: Recognition of Non-formal and Informal Learning Outcomes, Journal of Education and Work. (forthcoming) Charraud AM. and P. Werquin, 2011.The Implementation of a National Qualifications Framework and a Regional Qualifications Framework in ECOWAS Countries, Policy Document prepared for the UNDP, Dakar, Senegal Werquin, P. and C. Wihak, Islands of Good Practice: Recognising Non-formal and Informal Learning, in Harris J. (ed.), Researching Recognition of Prior Learning, NIACE, UK. Werquin P., Recognition of Non-formal and Informal Learning: Country Practices, OECD, Paris, February, 65 p.,

34 Read More? Werquin Patrick (2010). Recognising Non-formal and Informal Learning: Outcomes, Policies and Practices, OECD-Publishing, Paris, 91 p. Recotillet Isabelle and Patrick Werquin (2009). The French VAE: Recognition of Non-formal and Informal Learning as a Visa for a Job?, European Journal of Vocational Training, N 48, 2009/3. (forthcoming) AULT.asp Werquin Patrick (2009): Recognition of Non-formal and Informal Learning in OECD Countries: an Overview of Some Key Issues. In: REPORT, No. 3,

35 Read More? Werquin Patrick (2008). Recognition of Non-formal and Informal Learning in OECD Countries: A Very Good Idea in Jeopardy, Lifelong Learning in Europe, , p Werquin Patrick (2007). Moving Mountains: Will Qualifications Systems Promote Lifelong Learning, European Journal of Education, Vol. 42, No. 4, p Werquin, Patrick (2007): Terms, Concepts and Models for Analysing the Value of Recognition Programmes.

36 Read More? Werquin P., Moving Mountains: Will Qualifications Systems Promote Lifelong Learning, European Journal of Education, Vol. 42, No. 4, p Coles M. and P. Werquin, National Qualifications Systems to Modernise VET Systems, in: Descy, P. and M. Tessaring (eds.), Fourth report on VET in Europe. Luxembourg. OCDE, Qualifications for Lifelong Learning, OECD Policy Brief, March. OCDE, Qualifications Systems: Bridges to Lifelong Learning, OECD Publishing, 282 p. Miyamoto K. and P. Werquin, Participation in Adult Learning Another Look at the Story the Numbers Tell, Working paper, OECD, Directorate for Education, Paris.

37 Read More? OCDE and Statistics Canada, Learning a Living, OECD Publishing, Paris, 339 p. OCDE, Promoting Adult Learning, OECD Publishing, Paris, 171 p. Werquin P., Literacy: Words Count, The OECD Observer, N 251, p , September. OCDE, Beyond Rhetoric: Adult Learning Policies and Practices, OECD Publishing, Paris, 269 p. Pont B. and P. Werquin, Literacy in a Thousand Words, The OECD Observer, N. 223, p , October. OCDE and Statistics Canada, Literacy in the Information Age, OECD Publishing, Paris.

38 Cost-Benefit Model Main idea: comparing Learning (L) and Certified learning (C) Benefit (C) Cost/Benefit Cost (C) Benefit (L) Cost (L) VL Vc Exchange Value of Learning

39 Recognition vs. Training (cont d)