Transparency and transferability of learning outcomes: An analysis of past 20 years and policy scenarios towards 2040
Abstract
Conference presentation from the event Making learning progression a reality: policy scenarios towards 2040. Cedefop presented the key findings of its analysis on the coherence and impact of two decades of European policy initiatives aimed at promoting lifelong learning opportunities for individuals. The initiatives analysed span across different policy areas, such as quality assurance, comparability, credit systems, validation of non-formal and informal learning and recognition of qualifications. The analysis also focused on changes observed at national level over the past two decades and identifies remaining challenges to learning mobility within and across countries. Alternative future policy scenarios on lifelong learning for 2040 were also presented and discussed with participants. The conference aimed to encourage reflection and discussions on promoting systems that further encourage entering, re-entering and accumulation of learning across institutions, education and training systems, and countries for all types of learner. The event targeted a diverse group of stakeholders involved in shaping and influencing education and training policies. This included policy-makers at EU and national levels, academics, social partners, education and training institutions from various sub-sectors and levels of education, career and learning advisory services, businesses, and learners. Related works: Background note: Making learning progression a reality: policy scenarios towards 2040 Research paper: Cedefop. (2024). Transparency and transferability of learning outcomes : a 20-year journey : analysis of developments at European and national level. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/3413866 ; https://www.cedefop.europa.eu/en/publications/5609
Full text
Transparency and transferability of learning outcomes $QDQDO\VLVRISDVW\HDUVDQGSROLF\VFHQDULRV WRZDUGV Conference Making learning progression a reality Policy scenarios towards 2040 =HOGD$]]DUj([SHUWRQ4XDOLILFDWLRQVDQG&UHGHQWLDOV&HGHIRS 9DVLOHLRV6\PHRQLGLV([SHUWRQ4XDOLILFDWLRQVDQG&UHGHQWLDOV&HGHIRS *LRUJLD,DFRSLQL6HQLRU5HVHDUFKHU7DYLVWRFN,QVWLWXW J*PE+
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,Q&HGHIRSODXQFKHGDVWXG\WRH[SORUH RYHU a 20-year time period WKH HIIRUWV DW (XURSHDQ DQG QDWLRQDO OHYHO WR LQFUHDVH flexibility and pereambility of learning systems HQDEOLQJ LQGLYLGXDOV WR DFFHVV DQG FRPELQHOHDUQLQJDVQHHGHG $LP WR LQIRUP SROLF\ GLVFXVVLRQ RQ WKH ZD\ DKHDG Project on transparency and transferability of learning outcomes 2022-2025
Few definitions…. Learning outcomes: statements of what a learner is expected to know, be able to do and understand following the completion of a learning process. Transparency of qualifications: degree of visibility and legibility of qualifications, their content and value on the (sectoral, regional, national or international) labour market and in education and training systems. Transferability: the degree to which knowledge, skills and competences can be used in a new occupational or educational environment, and/or be validated and certified. Formal learning: it takes place in an organised and structured environment, dedicated to learning, and typically leads to the award of a qualification (certificate or diploma), it includes systems of general education, initial vocational training and higher education Non-formal learning: it takes place through planned activities, some form of learning support is present; it includes in-company training or courses organised by civil society. Informal learning: skills, knowledge and competences acquired through daily activities related to work, family, volunteering, or leisure; learning is not organised or structured.
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Methodology 87% XX XX Work assignment 1 European level 2022-2023 Work assignment 2 National level 2022-2023 Work assignment 3 Individual level 2023-2024 Work assignment 4 Future scenarios 2024-2025 Literature review 20 interviews with policy experts Online expert workshops Literature review Case studies (8) with desk research and interviews (55) Online survey (98 respondents) Literature review Country cases with stakeholder and learner interviews (70, focus groups (54 stakeholders), case histories (20) Statistical comparative analysis Literature review 2 expert workshops
Theme 1 and 2: European and national policies supporting transparency and transferability of learning outcomes Research paper:Transparency and transferability of learning outcomes: a 20-year journey Workshop 2022:Making learning progression a reality: Building on lessons from European transparency tools Seminar 2023:Empowering individuals for better mobility – transparency and recognition of qualifications Main publications and events Theme 3: Lifelong learning in 2000 and in 2020: what has changed for the individual citizen? Research paper: upcoming Workshop 2024: Making learning progression a reality - Learners in the spotlight Theme 4: Scenarios for lifelong and life-wide learning: policy options and implications Research paper: upcoming Conference 2025: Making learning progression a reality: policy scenarios towards 2040
KEY QUESTION OF THE CONFERENCE What drives or hinders lifelong learning for all – what should be strengthened, and what needs to change?
Part 2: Transparency tools EU and national developments
Over the past 20 years (2000-2020), (XURSHDQ SROLF\LQLWLDWLYHVKDYH ,QFUHDVHGWKHIRFXVRQ learning outcomes ,QFUHDVHGDWWHQWLRQWRlearning outside formal settings 3URPRWHGconvergencesDFURVVLQLWLDWLYHV DQGFRXQWULHV 3URPRWHGFRPPLWPHQWWRtransparent, comparable and recognised qualifications (PSKDVLVHGWKHQHHGIRUmore flexible learning pathways Considerations on impact
Part 3: Lifelong learning in 2000 and in 2020: Barriers & changes for individuals
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Analytical framework: three macro-areas to analyse barriers and changes to enter, re-enter and accumulate learning Within and between formal education and training subsystems Combining formal, non-formal and informal learning Portability of qualifications across countries
Main challenges and changes within and between formal education and training subsystems ¾Disconnected and rigid education and training subsystems and learning pathways ¾Limited opportunities for transitions ¾Low status of VET ¾Educational segregation ¾Modular learning pathways ¾Broader curricula ¾Increasing comparability and quality of learning opportunities ¾More flexible admission requirements ¾Measures to reduce segregation Challenges in 2000 Changes up to 2020
Main challenges and changes in combining formal, non-formal and informal learning ¾Limited attention to learning after initial training ¾Unrecognised and fragmented learning outside formal education and training systems ¾Increased quality and relevance of learning outside formal systems ¾Strengthened lifelong learning strategies ¾More opportunities for validation of non-formal and informal learning Challenges in 2000 Changes up to 2020
Main challenges and changes in the portability of qualifications across countries ¾Underdeveloped mutual recognition frameworks (mainly bilateral agreements) ¾Complex procedures ¾Development of recognition frameworks ¾Simplified recognition of qualifications ¾Greater support for learner mobility, including disadvantaged groups Challenges in 2000 Changes up to 2020
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Positive correlation between the share of adults (25–64) who received free information or advice on procedures for the validation or recognition of skills, competences and participation rate in formal education and training (last 12 months) (%), 2016 Source&HGHIRSRQ(XURVWDWGDWD751*B$(6B(XURSHDQ&RPPLVVLRQ($&($(XU\GLFH (XURVWDW$(6'DWDH[WUDFWHGDQGFDOFXODWHGE\(XURVWDW
Positive correlation on the share of adults (25+) who (totally or tend to) agree with the statement ‘There are many ways to get a degree recognised by the state, also after youth’ and participation rate in formal and non-formal education and training (last four weeks) (%), 2019 Source&HGHIRSRQ(XURVWDW751*B/)6B&HGHIRS3HUFHSWLRQVRQDGXOWOHDUQLQJDQG&9(7LQ(XURSH6HFRQGRSLQLRQVXUYH\± 9ROXPH0HPEHU6WDWHV