Lifelong Learning in the Knowledge Economy Lifelong Learning
- Slides: 42
Lifelong Learning in the Knowledge Economy Lifelong Learning International Forum Shanghai Pudong, 15 December 2004
Outline • Why is lifelong learning a must? • What does it entail? • New pedagogical approaches • Building a lifelong learning system
1. Why lifelong learning is a must • The global knowledge economy is characterized by – Acceleration of innovation and application of knowledge as determinant of productivity – Growing competition, with quality not just price increasingly important in determining competitive advantage • Which implies rapid and continuous re-structuring of the economy and firms and upgrading of the labor force
Changing labor market needs • Higher skill levels
Premium on learning Relative earning gaps are increasing Female
Changing labor market needs • Higher skill levels • Flexibility to adapt to change – including the ability to learn and unlearn continuously
Changes in Job Task-Skill Demands USA, 1960 - 1998. Source: Autor, Levy, and Murnane (2003) “The Skill Content of Recent Technological Change: An Empirical Exploration, ” Quarterly Journal of Economics.
OECD Average
Needed skills and competencies • General education – Reading, writing and basic maths – Sciences, technology, informatics, foreign languages • Methodological skills – – – Ability to learn and think autonomously Analytical thinking and problem solving Creativity Communication Teamwork and ability to work within heterogeneous groups
Needed skills and competencies (II) • Using tools interactively • Use language, symbols, and text interactively • Use knowledge and information interactively • Use technology interactively • Professionally relevant skills • Citizenship skills and values
2. What LLL entails • Lifecycle approach • Expanded learning environment
Framework for Lifelong Learning 80 Formal Learning AGE Non-Formal Learning 0 AGE Informal Learning Systems
Lifecycle approach • Expansion of pre-school programs • Universal completion of primary education • Expand secondary, rethink vocational/general education divide and articulate better with tertiary • Make tertiary education more diverse • Expand affordable access to learning opportunities – at home, in school and on job • Improve education and labor market linkages
Finland Korea: Balanced Expansion of Educational Attainment
China Population over 15 years old 2000 3% 45% 52% 1980 1% 34% 65% 1975 1% 31% 68%
Korea and China 26% 2000 55% 2000 3% 45% 52% 18% 1980 9% 1980 49% 1% 34% 42% 1960 65% 3% 1975 17% 80% 1% 31% 68
3. New Pedagogical Approaches • Focus on learning rather than teaching • New and varied modalities for learning • Learning tailored to needs of individuals • Teacher as guide and facilitator • Reliance on advanced education technology in appropriate ways
changing pedagogy (distributed learning) Teaching Teacher Student Synchronous Passive Linear Scheduled Teaching material Goal Learning Mentor or Coach Learner Asynchronous Active Nonlinear On-demand Achieving a Learning
Diversity of learning modalities • Face to face / distance education / mixed mode • Learning autonomously • Interactive learning • Learning by doing • Learning from peers • Learning in teams
Harnessing Technology o Multimedia (educational radio, TV, CDROM, DVD) o Internet (education webs) and wireless access o Mobile phones
Pedagogical Applications • Increased access to learning opportunities Øtraining of teachers Ømore learning options Øaccess to knowledge resources • Enhanced quality of content and delivery Ølearning by doing Øteam work and collaboration Øself-directive learning Øcontinuously updated curriculum
Distance education
Open educational resources • Educational resources freely available on the web for use, reuse and adaptation o Text, images, audio, video o Open source software (learning management systems, tools) • Focused on teaching, learning and research (courseware, modules, collections, journals, books, data, etc. )
MIT’s Open. Course. Ware
Chinese Open Resources for Education
Virtual communities of learning
4. Building a lifelong learning system • • • Multiple providers Multiple paths Articulation Qualification framework Financing Governance
Multiple providers – Traditional universities and nonuniversity institutions (public / private) – Long distance / online providers – Franchise universities – Corporate education and training – Media companies, libraries, museums & secondary schools – Education brokers
Multiple paths • Learning at school • Studying in two institutions simultaneously • Studying and working simultaneously • Learning on the job • On campus and/or through distance education • Combining degree & non degree
Articulation • Bridges, credits and modules • Combination of qualifications • Information and career counseling • Closer linkages between education / training institutions and the labor market • Flexible financing
Mechanisms to facilitate mobility • European Credit Transfer System • Singapore Mechatronics Certificate • Korean Credit Bank
The Credit Bank System in Korea • Open educational system • Recognition of learning acquired inschool and out-of-school • Degree granting • Fully recognized degrees
Graduation Ceremony at the Korean Credit Bank
Qualifications framework • Measure of competencies • Occupational standards • Recognition of competencies acquired out of formal institutions (on the job, on one’s own) • Accreditation of institutions • Integration of multiple certification systems • Adoption / adaptation of international standards and assessments (i. e. PISA, TIMSS, ALL, ISO 9000)
Importance of information & career counseling § Labor market information observatory § Career guidance offices (public and private) § Job prospects § Training requirements § Costs
Financing Lifelong Learning • Increased expenditures but limited public resources • Benefits are private and social ==) both targeted subsidies and market mechanisms needed • New variety of financing mechanisms that are accessible, affordable, sustainable, market-based (vouchers and loans) • Mix of subsidized programs and cost-sharing schemes (State, individual, firms)
Sample LLL Financing Who pays Learner Employer Government Who Finances Learner Instrument Savings Account Private Loan Public Govt. Guaranteed Loan Private Training Levy Public Employer graduate tax Government Vouchers, Tax Credits
Governance for Lifelong Learning • Learning policies as part of comprehensive crosssectoral knowledge strategy • Learner choices and needs driving system • Promote quality assurance, cross-sectoral coordination, and partnerships • Public – private partnerships • Less government regulation and public provision • Strengthen pluralism, accountability, transparency, and decentralization • Focus on equity
Conclusion: then and now From To • Sectorial vision • Control and regulations • Multi-sectorial coordination • Support and partnerships • Rigid programs • Place students • Focus on institutions • Multiple options and pathways • Inform and orient learners • Focus on learners • Common curriculum • Heterogeneous, with quality assurance • Incentives • Strict rules
World bank Lifelong Learning Website http: //www 1. worldbank. org/education/lifelong_learning/
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