Study visit group report Group No 241 Title of the visit Innovation and creativity in adult education Topic Validation of non-formal and formal learning City, country Oslo, Norway Type of visit Mixed Dates of visit 4/4/2011 8/4/2011 Group reporter Roeland Van Kerckhove I FINDINGS This section summarises the findings of the group while visiting host institutions, discussing issues with the hosts and within the group. You will be reflecting on what you learnt every day. But to put them together and give an overall picture, you need to devote a special session to prepare the final report on the last day of the visit. In this section, it is important that you describe not only things you learnt about the host country but also what you learnt about the countries represented by group members. 1. One of the objectives of the study visits programme is to exchange examples of good practice among hosts and participants. Cedefop will select well-described projects/programmes/initiatives and disseminate them to former participants and a wider public, including potential partners for future projects. Therefore it is important that you identify and describe all aspects that, in your view, make these projects/programmes/initiatives successful and worth exploring. 1
Describe each of the good practices you learnt about during the visit (both from the hosts and from one another) indicating the following: title of the project/programme /initiative country name of the institution that implements it (if possible, provide a website) contact person (if possible) who presented the programme to the group whom the project/ programme/ initiative addresses What features of the project/programme/initiative make it an example of good practice Central Assessment Center (SeSe) Norway Oslo Bjorg Haugland Every adult who wants to participate an education programme Belfast Project 220 N- Ireland Springvale Learning Mary Lyons Young people & unemployed adults Every adult learner has to start at this assessment centre. This means that Oslo has a large database on adult learners needs and a plan to manage those needs. After assessment, a learner is then directed in to the most suitable programme for their needs. It is almost tailor made. Specialist individual programmes are possible Knowledge and comprehension of the Norwegian language is a pre requisite to participate in any adult education programme in the Oslo community People are assessed on and accredited for former competences and knowledge. Learners do not need to present earlier diplomas or certificates. For example, refugees or asylum seekers may not have their papers anymore, but they can possess the competences. This instrument could lead to costs savings in the integration process as a result. Adult learners are more motivated because of this positive competence focussed approach for New Norwegians. Construction students buy and renovate derelict properties in their own 2
Vision on training for immigrants Oslo, Norway Oslo Voksenopplæring Sinsen Bjorg Haugland belonging to disadvantaged groups (socially excluded, poverty, minority groups, demotivated, early leavers, school drop outs) Immigrants or New Norwegians. communities while getting vocational, essential and entrepreneurial skills and qualifications. There is an immediate link between learning and real life. Creating workplace learning in the local community also improves self esteem, confidence and motivation. The local community appreciates the participants efforts and views them in a new more positive light. The learning opportunity is set up as a project. All the different theoretical and practical skills, procedures and entrepreneurial concepts are integrated into the learning environment. Being able to contribute to the local community creates added value to the same community. In terms of the group s experience on the visit. There is a very positive attitude towards the immigrants even though they are large in number. In Sinsen, the immigrants were called New Norwegians. This took ownership of immigrants as potentially equal citizens.. Learning maximises an immigrant s opportunity to find work, to integrate within Norwegian society and to have a future in Norway. Everybody has to read, write and understand Norwegian. In addition to language courses, there are also courses focused on citizenship and society learning (knowing what society expects from Norwegians) Critical remark: most Courses are 3
Validation of formal, informal and non formal competences Oslo, Norway Oslo Voksenopplæring Sinsen exclusively offered in Norwegian. This may lead to frustration for immigrants who have plenty of skills and competences, but who are not able to express themselves in Norwegian. Basic education (citizenship & society learning is offered in multiple languages). This is an effort to integrate people. Bjorg Haugland Adult learners We perceived this practice as a good system that has a positive influence over and above the education system. The system has very clear structures and procedures of how validation should be carried out and how accreditation should be granted. This makes for a strong, fair and transparent system. A good orientation also leads to: Tailor made courses to improve the learner s motivation by recognising their individual potential as a person. Faster entry into the labour market Cross Collaboration Oslo, Norway Oslo Voksenopplæring Sinsen Bjorg Haugland 17 to 20 year old learners in Vocational education This system is also used in France and Italy, although it is not as well integrated into their education systems compared to Oslo. The school and the employers work collaboratively to set up education programmes. This partnership means the school has a very good idea of what competences, knowledge and skills future workers need to have. Practical subjects are organised within the 4
Philosophical Inquiry Oslo, Norway Peer assessment Oslo, Norway (also in France & Finland) Oslo Voksenopplæring Sinsen Oslo Voksenopplæring Sinsen Bjorg Haugland Adult learners, mostly preparing for further education after upper secondary school working environment. Motivation and recruiting Careful matching of the individual learner with a suitable employer improves learner motivation and the students are often offered a job by the employer. This leads to an immediate, positive result for everyone concerned, once the course has been completed. This methodology is not new, neither is it innovative, however the fact that it is used widely within the education of adult learners illustrates very good practice. In using this method, there is an expectation that learners should be able to communicate on a higher level in terms of abstract, philosophical issues and be able to express their feelings more confidently. This might not be a realistic expectation with every group of adult learners. in the programme we looked at it was only being offered to students who were aiming at the higher education level. Bjorg Haugland Every learner Peer assessment methodologies are already being used in lower secondary school in Norway. Most programme participants agreed that this method is very useful and has a high added value. Learners welcome the opportunity to assess their peers, to analyse their performance, to formulate ideas to improve performance, to praise what has been done well and to highlight what can be done better, within a limited period of time. However, 5
6 programme participants shared the opinion that this method requires a different way of thinking, particularly from the perspective of evaluation.
2. The study visits programme aims to promote and support policy development and cooperation in lifelong learning. That is why it is important to know what you learnt about such policies and their implementation during your visit. You are invited to describe your findings concerning the following: 2.1 APPROACHES TAKEN BY PARTICIPATING COUNTRIES (BOTH HOST AND PARTICIPANTS ) REGARDING THE THEME OF THE VISIT. ARE THERE ANY SIMILAR APPROACHES/MEASURES IN PARTICIPATING COUNTRIES? WHAT ASPECTS ARE SIMILAR AND WHY? WHAT ASPECTS ARE DIFFERENT AND WHY? Teaching language - Differences Finland/UK/Belgium/Greece also teach basic skills in their mother tongue. Time and money Differences There is a big difference in both the length of time and the study route afforded to immigrants to learn Norwegian and basic skills. Immigrant support includes the funds to be able to study. Learners receive funding support from both the federal governments Department of Integration and the local governments Department of Education. In Norway a learning path of up to 3 to 4 years in duration is possible. In Norway there is a policy of paying new mothers of children between the ages of 0-3 years, up to 3400 Norwegian Krona per month to stay at home and care for their children rather than send them to kindergarten. A similar social system exists in Belgium and Hungary. In Turkey, however. if parents don't send their children to school they receive a fine. This is a contradiction to the social systems in Norway. Educational Framework - Differences There is a big difference in the educational frameworks. In some countries, schools are mainly owned and run by the public school system ie; Norway, Lithuania, Italy, Hungary etc; These countries have few or no students studying in private schools. However, in Belgium, UK and France, a lot of education is offered by private schools. When a country has a central education system, it has the advantage of being able to develop one common vision for education throughout the country although it still be translated by local communities. This is not possible when the national educational system is divided up into different education systems, frameworks, programmes, institutes or projects. Many participants countries do not have a monopoly of education centers similar to Oslo. 7
An important advantage of the Oslo system is their central data system used by all schools, including the centralised assessment centre. Most participants were convinced that this centralised system works more efficiëntly and effectively as they are not maintaining several databases with some of the information needed, but just one complete database of information. 2.1 CHALLENGES FACED BY PARTICIPATING COUNTRIES (INCLUDING HOST) IN THEIR EFFORTS TO IMPLEMENT POLICIES RELATED TO THE THEME OF THE VISIT. WHAT ARE THE CHALLENGES? ARE THEY COMMON CHALLENGES? IF SO, WHY? IF NOT, WHY NOT? Oslo SeSe (Service Centre) Once the learner has been assessed and has received an orientation to a course, there is no further monitoring of the learners with regard to their progress on their programme (cfr learning path). Given that Oslo Adult Education uses one common computer system in which all adult learners are registered, they are missing an opportunity to get feedback from the learner about how well their orientation has gone. For now, this is monitored by filling out evaluation sheets after orientation. Development of Teachers (Romania, Austria, Belgium) In the current climate of changing educational needs and advancing technologies, it is also necessary to invest in the development of the competences of teachers. Professional teachers, tutors, trainers, administrators and staff workers all need to continually learn about new pedagogical instruments, new systems of learning and new visions for education to enable them to remain at the top of their profession. In Greece, such knowledge is provided (i.e. to teachers, tutors etc.) through special educational programmes by the National Accreditation Center for Lifelong Learning (EKEPIS). It is not always easy to convince employees within the educational industry of the critical need for personal and professional development. They need to open up their eyes to changing demands and to embrace it positively. 2.2 NAME AND DESCRIBE EFFECTIVE AND INNOVATIVE SOLUTIONS YOU HAVE IDENTIFIED THAT PARTICIPATING COUNTRIES (BOTH HOST AND PARTICIPANTS) APPLY TO ADDRESS THE CHALLENGES MENTIONED IN QUESTION 2.2. PLEASE MENTION SPECIFIC COUNTRY EXAMPLES. Service Center: see above. NOTE: Is 2-3 years enough time to learn the language? is this efficient? Local Skills Development Agency in Northern Ireland (IRL) This agency works to identify and disseminate best practice within the education and training industry. They also regularly survey local labour market needs translate these into competencies and advise the providers on what is in demand. 8
2.3 ASSESSMENT OF THE TRANSFERABILITY OF POLICIES AND PRACTICES. COULD ANY EXAMPLES OF GOOD PRACTICE PRESENTED IN THIS REPORT BE APPLIED AND TRANSFERRED TO OTHER COUNTRIES? IF SO, WHY? IF NOT, WHY NOT? Springvale Learning Projects Project 220 Working Rite Belfast Heroes The emphasis is on learning by doing. Conscious efforts are made to ensure the learning has an effect on the social system both individually for the learner and collectively for the local community. This makes these projects special and of great value. Being an independent charity gives the organisation the flexibility and mobility to be more creative and innovative than a typical school might be able to be. All participants agreed that these projects were very useful and innovative. At the same time, most of the participants could see a lot of barriers for transferability. The inflexibility of many existing educational structures were sighted in particular. Local and Federal Objectives Differences Between A number of participants mentioned the difference in policies between local and federal governments when it comes to education. On a federal level, there are often more indirect influences having an unwanted or negative impact on education systems. For example, in times of crisis, greater budget cuts are applied to education than to either the economy or transport. This is despite the fact that education is generally accepted to be more important than transport. The local government tends to focus on better integration of immigrants whereas the federal government aims at the faster orientation of immigrants into the labour market. 3. Creating networks of experts, building partnerships for future projects is another important objective of the study visit programme. Finland and Germany have agreed to cooperate further through a focus on educational research. Belgium and Norway, have agreed to a further exchange of good practices and educational policy development. Northern Ireland will try to set up an EU Study Visit on Creativity and Innovation. All participants have agreed to maintain contact and to exchange news in future. A common dropbox CMS system is set up and all participants have access to this management system. 9
All information is available by clicking on http://db.tt/7gcshp3. TO SUM UP 4. What is the most interesting/useful information that the group believes should be communicated to others? To whom, do you think, this information will be of most interest? The SeSe Assessment Centre was of most interest as they were able to screen adult learners centrally. The ability to work under one single umbrella in terms of the integration of immigrants in Language and Basic Skills Education and Upper Secondary Education. All of the Education Centres in Oslo share the same logo, have agreed the same assessment system and use the same educational system. This means better fairness and transparency even though every school under this umbrella is independently run and managed. THANK YOU! 10