Do employers want what
    schools create?

       Hernán Araneda
       Fundación Chile



                         1
1.Competencies for the work-life:
 What skills are a priority?
2.Quality of education and
 competencies for the work life
...
1.Competencies for the work-life:
 What skills are a priority?

Labour market trends
Employers surveys
Transitions from ed...
4
SCANS Competencies
Resources
Allocates Time
Allocates Money
Allocates Material and Facility
Resources Allocates Human Reso...
SCANS Foundation Skills

Basic Skills
Reading Writing
Arithmetic & Mathematics
Listening Speaking

Thinking Skills
 Creati...
Basic competence:
50% of the population in performance level 1

            Adult Functional Literacy Survey (1998)

     ...
A systemic view from
the National Competency System

                                           Labour Market
            ...
Where we stand
                                                15 industry specific associations,
                        ...
1.Competencies for the work-life:
  What skills are a priority?
Employers views
Labour market dynamics and outcomes




  ...
Key messages
• Career guidance is not compulsory for around one in three 15
  year-olds
• Access to career guidance is les...
Schools in which career guidance is
     compulsory for 15 year olds, 2006
    100

     90

     80

     70
          JA...
Less able students have less access
Mean PISA 2006 scores
470


460


450


440


430


420


410


400
            Scienc...
Access is lower in small towns
                Per cent of schools in which guidance is
100
                     compulsor...
Students in public schools have less access

          Per cent of public and private schools in
100
         which guidan...
Schools without a strong tertiary
                   focus have less access
               100   To what extent do you fee...
Business involvement in the
      curriculum increases access
100       Per cent of schools in which guidance is compulsor...
Schools where 15 year-olds never visit local
                        businesses

    80

    70

    60

    50
%




    ...
Schools where 15 year-olds never have lectures by
              business or industry

    80

    70

    60
             ...
Schools where 15 year-olds are not offered training in
                 local businesses

    100   FINLAND
          UK
 ...
How is career guidance provided?

               50
                               45
               45
               40
...
Does this matter?




                    22
Industry visits a normal part of schooling?

            50                                      Weighted index:
         ...
Industry lectures a normal part of schooling?

            45          41                          Weighted index:
       ...
Industry influence on the curriculum?

            60                                        Weighted index:
             ...
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Do employers want what schools create? Hernán Araneda, gerente de Innovum, Fundación Chile

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Do employers want what schools create? Hernán Araneda, gerente de Innovum, Fundación Chile

  1. 1. Do employers want what schools create? Hernán Araneda Fundación Chile 1
  2. 2. 1.Competencies for the work-life: What skills are a priority? 2.Quality of education and competencies for the work life 3.Implications and challenges for the school system 2
  3. 3. 1.Competencies for the work-life: What skills are a priority? Labour market trends Employers surveys Transitions from education to the workplace Lifelong learning and lifelong employability 3
  4. 4. 4
  5. 5. SCANS Competencies Resources Allocates Time Allocates Money Allocates Material and Facility Resources Allocates Human Resources Information Acquires and Evaluates Information Organizes and Maintains Information Interprets and Communicates Information Uses Computers to Process Information Interpersonal Participates as a Member of a Team Teaches Others Serves Clients/Customers Exercises Leadership Negotiates to Arrive at a Decision Works with Cultural Diversity Systems Understands Systems Monitors and Corrects Performance Improves and Designs Systems Technology Selects Technology Applies Technology to Task Maintains and Troubleshoots Technology 5
  6. 6. SCANS Foundation Skills Basic Skills Reading Writing Arithmetic & Mathematics Listening Speaking Thinking Skills Creative Thinking Decision Making Problem Solving Seeing Things in the Mind's Eye Knowing How to Learn Reasoning Personal Qualities Responsibility Self-Esteem Social Self- Management Integrity/Honesty 6
  7. 7. Basic competence: 50% of the population in performance level 1 Adult Functional Literacy Survey (1998) 100% 90% 80% 70% 60% PERFORMANCE LEVEL 50% 40% Level 4/5 30% Level 3 20% Lever 2 10% 0% Level 1 y es ile en a ry lic l m ga an do ub Ch tat ed rt u ng rm ing ep dS Sw Hu Po Ge cR dK ite e Un ite Cz Un 7
  8. 8. A systemic view from the National Competency System Labour Market Intermediation / Information Services Industry Competency HR Management Endorsed Assessment & (recruitment, selection, National Competency Certification performance appraisal, Training System training, sucession plans, Standards System rewards, etc.) NATIONAL LABOUR COMPETENCY SYSTEM Technical Vocational Education (secondary, postsecondary) 8
  9. 9. Where we stand 15 industry specific associations, “clusters”, 380 leading companies MOBILIZE 2.STAKEHOLDERS Movilizar Actores DEFINE 500 occup 15 economic Claves OCCUPATIONAL standards, + sectors 3.Definir Estándares SELECT AND 1.Seleccionar e AND EMPLOYABILITY employability skills SKILLS IDENTIFY models (8 Identificar Sector STANDARDS INDUSTRY Productivo competencies) UPDATE 8. Actualizar Estándares VALIDATE STANDARDS según Necesidades STANDARDS AS NEEDED 4.WITH Validar PROMOTE STAKEHOLDERS Estándares -Web site competency AND con Actores standards 7.Promover y DISSEMINATE KEEPING Claves -New regulation Difundir MANTENIENDO LA THE VENTAJA COMPETITIVE -Media coverage COMPETITIVA EDGE ADAPT CURRICULA EVALUATE AND 5.Adaptar Currículum y AND TRAINING TO 6.Evaluar y Certificar Formación según CERTIFY WORKERS / STANDARDS Methodology Trabajadores STUDENTS Estándares transfer to 80.000 workers certified 300 VET 9 (labour competencies, providers Employability skills, IT skills)
  10. 10. 1.Competencies for the work-life: What skills are a priority? Employers views Labour market dynamics and outcomes 10
  11. 11. Key messages • Career guidance is not compulsory for around one in three 15 year-olds • Access to career guidance is less for: – Lower ability students – Those in small towns – Those in public schools – Those who are not tertiary-bound • Business involvement in the curriculum is linked to wider access to career guidance • Perhaps one in three 15 year-olds or more have little contact with the world of work • Schools are closest to the world of work if specific teachers are responsible for career guidance, and least close where the school employs counsellors to provide it 11
  12. 12. Schools in which career guidance is compulsory for 15 year olds, 2006 100 90 80 70 JAPAN CZECH REPUBLIC NORWAY PORTUGAL 60 GREECE QATAR FINLAND CHILE ISRAEL % 50 UK BRAZIL NETHERLANDS LITHUANIA ROMANIA MACAO 40 SPAIN AZERBAIJAN DENMARK TUNISIA 30 AUSTRALIA LATVIA SWEDEN 20 10 0 12
  13. 13. Less able students have less access Mean PISA 2006 scores 470 460 450 440 430 420 410 400 Science Reading Mathematics Guidance voluntary Guidance compulsory 13
  14. 14. Access is lower in small towns Per cent of schools in which guidance is 100 compulsory by school location 80 60 40 20 0 Small town Town City Large city 14
  15. 15. Students in public schools have less access Per cent of public and private schools in 100 which guidance is voluntary or compulsory 90 80 70 60 50 40 30 20 10 0 Voluntary Compulsory Public Private 15
  16. 16. Schools without a strong tertiary focus have less access 100 To what extent do you feel that 90 teachers in your school 80 concentrate on developing in students the skills and % compulsory 70 knowledge that will help them in 60 tertiary education?” 50 40 30 20 10 0 Low Integrated Central Tertiary focus 16
  17. 17. Business involvement in the curriculum increases access 100 Per cent of schools in which guidance is compulsory and business influence over the curriculum 90 80 70 60 50 40 30 20 10 0 None Minor or indirect Considerable 17
  18. 18. Schools where 15 year-olds never visit local businesses 80 70 60 50 % 40 SWEDEN ROMANIA CHILE JORDAN DENMARK 30 AUSTRIA FINLAND GERMANY 20 RUSSIA 10 0 18
  19. 19. Schools where 15 year-olds never have lectures by business or industry 80 70 60 GERMANY 50 HONG KONG FINLAND JORDAN % 40 DENMARK UK AUSTRALIA RUSSIA 30 CHILE CANADA AUSTRIA 20 10 0 19
  20. 20. Schools where 15 year-olds are not offered training in local businesses 100 FINLAND UK DENMARK 90 SWEDEN KOREA GERMANY CHILE IRELAND 80 NORWAY SPAIN MONTENEGRO LITHUANIA CROATIA GREECE 70 AUSTRALIA AUSTRIA NETHERLANDS 60 NEW ZEALAND LUXEMBOURG % 50 SERBIA ICELAND 40 30 20 10 0 20
  21. 21. How is career guidance provided? 50 45 45 40 35 31 % of schools 30 25 20 16 15 10 5 0 Specific teachers All teachers Counsellors employed 21
  22. 22. Does this matter? 22
  23. 23. Industry visits a normal part of schooling? 50 Weighted index: 45 43 >Once a year=3 Once a year=2 40 35 Never=1 Maximum=100 35 Index/100 30 25 20 20 15 10 5 0 Specific teachers All teachers Counsellors 23
  24. 24. Industry lectures a normal part of schooling? 45 41 Weighted index: >Once a year=3 40 37 Once a year=2 Never=1 35 Maximum=100 30 Index/100 25 22 20 15 10 5 0 Specific teachers All teachers Counsellors 24
  25. 25. Industry influence on the curriculum? 60 Weighted index: 52 Considerable=3 Minor=2 50 None=1 Maximum=100 40 34 Index/100 30 20 15 10 0 Specific teachers All teachers Counsellors 25
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