2. sveinn nvl
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The document summarizes the activities of ETSC Iceland, an education and training center that focuses on lifelong learning for adults. Some key points: - ETSC was founded to address needs in adult education and is owned by social partners. It coordinates various lifelong learning centers across Iceland. - ETSC uses competency profiling and analysis to develop education standards and validate prior learning. It has developed over 750 validated job profiles across industries. - ETSC offers various course programs through the lifelong learning centers. Over 2,500 learners participated in course programs in 2017. It also provides validation of prior learning, certifying over 500 individuals. - ETSC provides counseling services to help companies increase productivity and certify
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2. sveinn nvl
- 1. ETSC Iceland - Focus on a specific target group of adults 28 Feb. 2019 Sveinn Aðalsteinsson Education and Training Service Centre, Iceland
- 2. ETSC – founded due to need fPopulation by educational attainment Age group 25-64 years Primary/lower sec. Tertiary/University Upper secondary/post secondary
- 3. ETSC – founded due to need The Education and Training Service Centre Centralized • Coordination • Quality • Financing • Statistics • Development • Training Ministry of Education, Science and Culture Central Service agreement + financing 5 year agreement Owned and founded By the Social partners Lifelong learning centers (14) Service contracts - Counselling - Validation - Courses - Sectors - Individuals - Companies
- 4. The Toolmakers Arnar Lilja Rós Björn Betty Halla Haukur Sigrún Kristín Hildur Sveinn Guðmunda Gunnhildur Valdí s Fjóla Guðrún Erla SteinunnSigríður Gígja
- 5. Changed focus in education Now: ❑ Competence/skills building ❑ What the individual needs to be able to do ❑ Integration of work and learning It does not matter where, when or how you learn Before: ❑ Studies ❑ What we need to teach the individual ❑ Separation of work and learning Education gives the basics Working makes you a professional The Chemical Industry Federation of Finland
- 6. Implementing the Products Competence Standards ValidationCompetence analysis Curricula Counselling Financing
- 7. Implementing the Products Competence Standards ValidationCompetence analysis Curricula Counselling Financing
- 8. Competency profiling Use of Competency profiling to: • Create standards for learning programs (curricula) • Validation of prior learning (tools) – especially where we don’t have any existing curricula (undocumented jobs)
- 9. The tools CompetencyCore, software and database from HRSG (Human Resource Systems Group). • Competency Libraries (500+ general and technical competencies for a range of industries, descriptions extending over 5 levels of proficiency) • Competency based Job profiles (750+ validated job profiles)
- 12. How is it helpful? • The proficiency levels are helpful to determine the NQF level of the curriculum. • The role and contribution from the participants in the process is clear. • The competencies are helpful in the analysis process • Common “language” • Objective description of soft skills • The outcomes are entirely based on the view of those who are involved in the job (labour market).
- 13. Learning program: Units Quality Focus Concern for Safety Attention to details Product Knowledge Initiative Self-confidence Teamwork Job profile: competencies Quality Focus Concern for Safety Attention to details Product Knowledge Initiative Self-confidence Teamwork Program description Courses or Validation “Quality and Safety“ “Working practices in production“ “Teamwork and cooperation“ From competencies into courses or validation
- 14. In short… • The Competencies in the libraries are our building blocks. • We are building Icelandic job-profiles, based on the competencies with active participation from the labour market. • We use the job profiles as a criteria for learning programs and for validation of prior learning. • We are responding to external requirements and to the diversity in the work of the lifelong learning centres Curricula
- 15. Some results
- 16. Implementing the Products Competence Standards ValidationCompetence analysis Curricula Counselling Financing
- 17. Course programs
- 18. Course programs Number of participants in course programs by region 2014-2017 2014 2015 2016 2017 Austurbrú (E-Iceland) 156 125 109 110 Farskólinn (NW) 69 91 95 103 Framvegis (Reykjavík) 122 110 104 123 Fræðslumiðstöð Vestfjarða (NW) 151 177 172 179 Fræðslunet Suðurlands (S) 262 259 185 214 IÐAN fræðslusetur (Reykjavík) 45 9 46 Miðstöð símenntunar á Suðurnesjum (SW) 390 346 259 400 Mímir – símenntun (Reykjavík) 884 772 673 661 Símenntunarmiðstöðin á Vesturlandi (W) 152 160 173 257 Símey (N) 315 427 415 372 Starfsmennt (Reykjavík) 25 22 15 Viska (Westman Islands) 132 103 50 72 Þekkingarnet Þingeyinga (NE) 101 105 33 31 Total no. of learners 2.804 2.706 2.268 2.583
- 19. Implementing the Products Competence Standards ValidationCompetence analysis Curricula Counselling Financing
- 20. Validation of prior learning Certif. trade Other VPL General subjects Job criteria 439 588 450 516 369 423
- 21. Implementing the Products Competence Standards ValidationCompetence analysis Curricula Counselling Financing
- 22. Counselling
- 23. Our task has two goals • Increase productivity and competitiveness of Icelandic companies • Increase and visualize/certify the competences of our target group – the individuals • How do we reach them?
- 24. An industry sector intervenes: Tourism Skills Center program of ETSC Erlendir ferðamenn – Ferðamálastofa 2014 Hvað þarf að bæta?
- 25. How we approach companies • A model from New Zealand builds depicts it‘s arguments for ROI (Return on Investment) in investing in staff skills • Tourism Skills Center (sub-program of ETSC and the Industry) works with similar arguments Company resources Customer satisfaction Service valueCompany revenues Staff Skills Wages Career development
- 26. Our task has two goals • Increase productivity and competitiveness of Icelandic companies • Increase and visualize/certify the competences of our target group – the individuals in the group • How do we reach them?
- 27. How do we get in? We Managers
- 28. The training process and company performance T0 T1 Training Need Analysis: 1) Focus groups $$$ or 2) Survey $$ or 3) Meeting $ Training Plan Increased customer satisfaction? Increased revenues pr. employee? Increased job satisfaction? Less staff turn-over? Changed behaviour of staff and middle-managers? Training provider Benchmarking Tourism Skills Center: System design and tools Training provider: Implementation and data collection Contract Evaluation of company performance External course(s) on-site Internal training: on-site iteration Electronic training: iteration External course(s) on-site Evaluation of company performance Decreased customer satisfaction Decreased revenues pr employee Decreased job satisfaction High staff turn-over Undesired behaviour of staff and middle-managers - marketing! 26 Feb. 2019 Counselling?Counselling?Counselling?
- 29. Does this approach work? • This approach can probably be used for SMEs in all sectors – but specific „language“ must be used for each sector with knowledgeable „sellers“ • Proactive marketing works • Skills Center and Training providers in alliance • During 2018, around 120 small companies have been visited: • >40 contracts signed • 72 companies (sometimes more than one company pr. contract – clusters) • 2.100 employees involved • 5 Training providers (now expanded to 8) active, nation-wide • Usually well-met by the companies • Performance indicators (measurements) are not always easy to use • Training the Training providers takes more time than anticipated • Don‘t sell courses – sell performance and profitability (ROI) 26 Feb. 2019
- 30. Thank you!