Estrategias de (auto)formación en el contexto europeo con miras al 2020

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  • Foundation Skills http://www.careerkey.org/career-development/foundation-skills.htmlFoundation Skills:Basic SkillsThinking SkillsPeople SkillsPersonal Qualities
  • Estrategias de (auto)formación en el contexto europeo con miras al 2020

    1. 1. Estrategias de (auto)formación en el contexto europeo con miras al 2020 @cristobalcobo
    2. 2. 'The whole of life is learning, therefore education can have no endings' (Eduard Lindeman, 1926) Lindeman, E. C. (1926) The Meaning of Adult Education, New York: New Republic. Republished in a new edition in 1989 by The Oklahoma Research Center for Continuing Professional and Higher Education.
    3. 3. Student performance and national income PER BRA IDN ALB MKD ARGCHL MEX THA BGR ISR GRC PRT LUX ITA DEU NOR USA ESP LVA RUS POL HUN CZE KOR NZL HKG JPN FIN GBR AUSCAN FRA SWE BEL DNK IRL AUT ISLCHE 300 350 400 450 500 550 0 10000 20000 30000 40000 50000 GDP per capita (US$converted using PPPs) Averageperformance(reading,mathematicaland scientificliteracy) Source: OECD Education. (2013).
    4. 4. Reading literacy proficiency by levels of engagement and social background 423 467 540 583 506 463 548 540 491 400 420 440 460 480 500 520 540 560 580 600 Low engagement Medium engagement High engagement ReadingLiteracyPerformance Low socio-economic background Medium socio-economic background High socio-economic background Source: OECD Education. (2003).
    5. 5. Spending per student at the tertiary level Annual expenditure per student by educational institutions for all services, by level of education (2010) 0 2 000 4 000 6 000 8 000 10 000 12 000 14 000 16 000 18 000 20 000 22 000 24 000 26 000 28 000 30 000 UnitedStates Switzerland Sweden Denmark Norway Netherlands Finland Japan Ireland United… Belgium Australia France Austria Spain Brazil EU21average Israel Portugal NewZealand Korea Slovenia Italy Poland Hungary Iceland Mexico Czech… Chile Slovak… Estonia Argentina Expenditure per student (equivalent USD converted using PPPs) Tertiary education Source: OECD Education. (2013).
    6. 6. The most popular fields of education chosen by new entrants into tertiary programmes are social sciences, business and law Distribution of new entrants into tertiary programmes, by field of education (2011) 0 5 10 15 20 25 30 35 40 45 50 Humanities, arts and education Health and welfare Social sciences, business and law Services Engineering, manufacturing and construction Sciences Source: OECD Education. (2013).
    7. 7. More women than men earn a university-level degree Proportion of students who enter tertiary education and graduate with at least a first degree/qualification at this level, by gender (2011) 0 10 20 30 40 50 60 70 80 90 100 Japan Australia Spain, Denmark Finland Belgium(Fl.) Turkey Netherlands CzechRepublic Germany Poland EU21average Portugal OECDaverage Mexico Austria Norway NewZealand Hungary UnitedStates Sweden Women Men% Source: OECD Education. (2013).
    8. 8. Council, U. S. N. I. (2004). Mapping the global future: report of the National Intelligence Council’s 2020 Project, based on consultations with nongovernmental experts around the world. National Intelligence Council : [Supt. of Docs., U.S. G.P.O., distributor. 56 16 13 7 5 3
    9. 9. • Raising the employment to 75%. • Raising R&D investment to 3% (EU's GDP). • Cut greenhouse gas emission by 20% (+20% renewable). • Reducing school dropout by 10%. • Reducing poverty line by 25%. “Europe 2020”: Green growth and jobs? (2010). EurActiv.com. Retrieved August 14, 2013, from http://www.euractiv.com/priorities/europe-2020-green-growth-jobs- linksdossier-280116
    10. 10. LicenseAttributionNoncommercialShare Alike Some rights reserved by Catherinette Rings Steampunk www.flickr.com/photos/danielproulx/3983646309/sizes/o/in/photostream/ 5 trends
    11. 11. 2020 EU will generate around 7 million jobs net (job creation minus job losses). Most of them will be in knowledge and skill intensive occupations. An increasing demand for skills is foreseeing. CEDEFOP (2010) Skills supply and demand in Europe: medium-term forecast up to 2020. http://www.cedefop.europa.eu/en/publications/15540.aspx LicenseAttribution Some rights reserved by paul bica www.flickr.com/photos/dexxus/5791228117/sizes/z/in/photostream/ #1
    12. 12. LicenseAttributionNoncommercialNo Derivative Works Some rights reserved by seasonal wanderer www.flickr.com/photos/seasonalplume/2170231091/sizes/z/in/photostream/ Cross-border of co-operation: • Student mobility has increased significantly over the past decade. • Global competition for international students (Chinese or Indian). • Cross-border collaboration in research has grown (ICT) . • International co-authored articles more than 2x over the past two decades. OECD. (2009). Educational Research and Innovation Higher Education to 2030, Volume 2, Globalisation. OECD Publishing. #2
    13. 13. “Tertiary qualification did not bring the expected rewards. The chosen fields of study were already saturated…” “Over-schooling and under-employment then resulted in frustration” #3 OECD. (2013). European Union. In Education at a Glance. Organisation for Economic Co-operation and Development. Retrieved from http://www.oecd- ilibrary.org/content/chapter/eag-2013-46-en
    14. 14. - 73 million EU adults low level of education . - 20% of 15 year olds lack sufficient skills in reading. (by 2020) 20% more jobs will require higher level skills. EUR-Lex - 52012SC0374 - EN. (n.d.). text/html; charset=UTF-8. Retrieved 15 August 2013, from http://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:HTML LicenseAttributionNoncommercialShare Alike Some rights reserved by Daniel*1977 www.flickr.com/photos/didmyself/4328300896/sizes/z/in/photostream/ #4
    15. 15. The EU education-training systems and the skills mismatch: Lack of appropriate business/industry experience (working environment), affecting European industry's competitiveness. EUR-Lex - 52012SC0374 - EN. (n.d.). text/html; charset=UTF-8. Retrieved 15 August 2013, from http://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:HTML LicenseAttributionNoncommercialShare Alike Some rights reserved by rikomatic www.flickr.com/photos/rikomatic/5610683006/sizes/z/in/photostream/ #5
    16. 16. LicenseAttributionNoncommercialShare Alike Some rights reserved by monkeyc.net www.flickr.com/photos/monkeyc/95165918/sizes/l/in/photostream/ 10 (re)actions
    17. 17. Reducing number of low-skilled adults: Lifelong learning services > validation of non-formal and informal learning. European Commission (2013) Council Conclusions on investing in education and training — a response to ‘Rethinking Education: Investing in skills for better socio-economic outcomes’ and the ‘2013 Annual Growth Survey’. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2013:064:0005:0008:EN:PDF License Attribution NoncommercialNo Derivative Works Some rights reserved by AstridWestvang (computer problems) http://www.flickr.com/photos/astrid/3312839229/sizes/l/ #1
    18. 18. To strengthen links between education and training and the labour market. Elements of practical training can improve the employa-bility of students. Official Journal of the European Union (2011) Council conclusions on the role of education and training in the implementation of the ‘Europe 2020’ strategy. European Commission. http://eur-lex.europa.eu/JOHtml.do?uri=OJ:C:2011:070:SOM:EN:HTML License Copyright All rights reserved by BotsIQ SWPA www.flickr.com/photos/botsiqswpa/6974105258/sizes/c/in/photostream/ #2
    19. 19. Vocational education and training (VET) systems should be the key to strengthening countries’ capacity to deal with rapidly changing labour-market conditions. LicenseAttributionSomerightsreservedbystriatic www.flickr.com/photos/striatic/241843728/sizes/l/in/photostream/ OECD. (2013). European Union. In Education at a Glance. Organisation for Economic Co-operation and Development. Retrieved from www.oecd- ilibrary.org/content/chapter/eag-2013-46-en “…to equip young people with the skills the labour market demands.” #3
    20. 20. • World-class vocational education and training (improve vocational skills) • Work based learning (dual learning models to help the transition). • Promoting partnerships between public and private institutions (transversal skills) • Promoting mobility through Erasmus for All programme EUR-Lex - 52012SC0374 - EN. (n.d.). text/html; charset=UTF-8. Retrieved 15 August 2013, from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:HTML LicenseAttributionShare Alike Some rights reserved by Marion Doss www.flickr.com/photos/ooocha/2630529616/sizes/z/in/photostream/ #4 4keyareas
    21. 21. LicenseAttributionShare Alike Some rights reserved by cogdogblog www.flickr.com/photos/cogdog/5478215570/sizes/z/in/photostream/ “the number of higher education students in the world is expected to 4x, from around 100 M (2000) to 400 M (2030)” • 85% of EU students are not mobile but will need international skills (‘flat world’). • Universities need to develop international curricula, promote language skills and expand digital learning. EC (2013) European universities need to think global, says Commission http://ec.europa.eu/education/news/20130711_en.htm #5
    22. 22. Effective policies to boost young people’s employability: foundation skills and “soft” skills (teamwork, communication & negotiation) OECD. (2013). European Union. In Education at a Glance. Organisation for Economic Co-operation and Development. Retrieved www.oecd-ilibrary.org/content/chapter/eag-2013-46-en LicenseAttributionNoncommercialNo Derivative Works Some rights reserved by lastbeats www.flickr.com/photos/lastbeats/2550737319/sizes/z/in/photostream/ The overall emphasis on quality assurance has started to move towards assessing educational and labour market outcomes instead of inputs. #6
    23. 23. Different tools and services - including recognition of qualifications, validation of non- formal and informal learning and lifelong guidance. This will contribute to real EU mobility where a person's knowledge, skills and competences can be clearly understood and quickly recognised. EUR-Lex - 52012SC0374 - EN. (n.d.). text/html; charset=UTF-8. Retrieved 15 August 2013, from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0374:FIN:EN:HTML LicenseAttributionNoncommercialShare Alike Some rights reserved by HeyThereSpaceman. www.flickr.com/photos/spacesuitcatalyst/536389937/sizes/z/in/photostream/ EQF, Europass, European credit transfer systems (ECTS and ECVET), the European Skills/Competences, Qualifications and Occupations (ESCO) #7
    24. 24. Right mix of skills [Transversal]: digital technologies, active citizenship, creativity, innovation and entrepreneurship. + Strategies to deepening the understanding of lifelong learning (capacity to learn). Official Journal of the European Union (2011) Council conclusions on the role of education and training in the implementation of the ‘Europe 2020’ strategy. European Commission. http://eurlex.europa.eu/JOHtml.do?uri=OJ:C:2011:070:SOM:EN:HTML LicenseAttributionNoncommercialShare Alike Some rights reserved by Ken Latham www.flickr.com/photos/ken_latham/8070763370/sizes/c/in/photostream/ #8
    25. 25. Foster ICT-supported learning and access to high quality Open Educational Resources . Use and create digitised contents. European Commission (2013) Council Conclusions on investing in education and training — a response to ‘Rethinking Education: Investing in skills for better socio-economic outcomes’ and the ‘2 Annual Growth Survey’. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2013:064:0005:0008:EN:PDF LicenseAttributionNoncommercialShare Alike Some rights reserved by giulia.forsythe www.flickr.com/photos/gforsythe/8101242745/sizes/c/in/photostream/ #9
    26. 26. EU 2020> Foster innovative capabilities, improving educational outcomes exploiting the economic and societal benefits of a digital society. Commission, E. (2010). Europe 2020: a strategy for smart, sustainable and inclusive growth: communication from the Commission. Publications Office.http://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-%20Europe%202020%20-%20EN%20version.pdf In the EU less than one person in three aged 25-34 has a university degree compared to 40% in the US and over 50% in Japan. Attribution Some rights reserved by Dominic's pics www.flickr.com/photos/dominicspics/5582865351/sizes/z/in/photostream/ #10
    27. 27. LicenseAttribution Some rights reserved by Randy Pertiet www.flickr.com/photos/34652102@N04/5393507334/sizes/l/in/photostream/ Where is the next big thing?
    28. 28. US Education Department : Colleges can apply a "direct assessment" based on measured "competencies" not just credit hours ("seat time“) Field, K. (2013, March 19). Student Aid Can Be Awarded for ‘Competencies,’ Not Just Credit Hours, U.S. Says. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Student-Aid-Can-Be-Awarded-for/137991/
    29. 29. LicenseAttributionNoncommercialShare Alike Some rights reserved by tyery1 www.flickr.com/photos/lovepotage/2656898978/sizes/z/in/photostream/ The US Education Department approved the eligibility of (Southern New Hampshire University and Capella University) programs offering degrees on a competency-based model Competency-based approaches to education: Potential benefits: shortening the time (and cost) to degree/certificate completion, developing credentials that ease transitions between school and work. Federal Student Assistance (FSA) (2013) Applying for Title IV Eligibility for Direct Assessment (Competency-Based) Programs. Available at ifap.ed.gov/dpcletters/GEN1310.html
    30. 30. Challenge: methodology for determining equivalencies (between number of credit or clock hours for the program to evidences) Direct Assessment (Competency-Based) Programs LicenseAttributionNoncommercialNo Derivative Works Some rights reserved by theloushe www.flickr.com/photos/theloushe/5185689247/sizes/z/in/photostream/ Rather than completing semester-long, multicredit courses, students should demonstrate mastery of 120 competencies (i.e. “can use logic, reasoning, and analysis to address a business problem”). Parry, M. (2013, April 18). Competency-Based Education Advances With U.S. Approval of Program. Wired Campus. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/wiredcampus/u-s-education-department-gives-a-boost-to-competency-based-education/43439
    31. 31. http://blog.coursera.org/post/53374336556
    32. 32. 100% blended: augmented learning formal-informal online-offline skills assessment permanente mobility recognition (outputs )
    33. 33. PPT ‘Europe 2020’ References: tiny.cc/lealo
    34. 34. Nacidos para Aprender Born to Learn (Español) www.born-to-learn.org www.youtube.com/watch?v=1Go3z4AVmbE “humans are born to learn and are naturally curious; learning is a reflective activity; and that children and particularly adolescents are searching for meaning” “children need learning opportunities outside the classroom” “Moreover restrictive curricula prevent the brain from developing creativity and enterprise”.
    35. 35. http://ec.europa.eu/youthonthemove/

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