1 Education et formation tout au long de la vie : quelle vision internationale ? Tom Schuller Chef du Centre pour la Recherche et l’Innovation dans L’Enseignement,

Présentation au sujet: "1 Education et formation tout au long de la vie : quelle vision internationale ? Tom Schuller Chef du Centre pour la Recherche et l’Innovation dans L’Enseignement,"— Transcription de la présentation:

1 1 Education et formation tout au long de la vie : quelle vision internationale ? Tom Schuller Chef du Centre pour la Recherche et l’Innovation dans L’Enseignement, OCDE 31 janvier 2007

2 2 Encadrement socio-économique :  La concurrence globale  Les tendances démographiques  L’explosion informatique  La diversité sociale Implications pour les compétences/capacités :  Compétitivité (=?)  Cohésion sociale  Bien-être: physique et psychologique  Tolérance / citoyenneté

3 3 Number of years 22 21 20 19 18 17 16 15 14 13 12 Australia (21.1) Sweden (20.1), United Kingdom (20.4) Iceland (19.2), Belgium and Finland (19.7) Norway (18.2), Denmark (18.3), New Zealand (18.6) Germany, Hungary and Poland (17.2), Netherlands (17.3) Spain (17.0) Ireland, Switzerland (16.7), France, Italy, United States (16.8 ), Portugal (16.9) Austria (16.1), Korea (16.4), Greece (16.5), Czech Republic (16.6) Slovak Republic (15.3) Luxembourg (14.8) Mexico (13.2) Turkey (12.0) Education expectancy (2003) All levels of education from primary education to adult life, excluding education for children under the age of five

4 4 Lisbon goals: Education Benchmarks 2010 1. No more than 10% early school leavers Current projection for 2010: 14% 2.Low achieving 15 year-olds in reading literacy to have decreased by 20%, from 19.4 to 15.5% 2003 rate: 19.8% 3.Average LL participation level of 12.5% of adult working population (25-64) (currently 9.4%) Yearly progress under 0.2%, need 0.5%

5 5 The size of the labour force will grow little or even fall in some G7 countries Source: OECD database on Labour Force Statistics and OECD estimates

6 6 Population diplomée de l’ enseignement supérieur (2003) Total Tertiary 25-6425-3435-4445-5455-64 Australia3136323123 Canada4453464134 Finland3340383124 France2337231814 Ireland2637272015 Japan3752453319 Korea2947321610 Spain2538271811 Sweden3340353226 United Kingdom2833282721 United States3839 4035

7 7 Average annual growth rates in all tertiary education: non-OECD countries Tertiary Education growth rate (%) 2003 Population in thousands Brazil 10.5172 879 China12.11 280 400 Russian Federation 8.9144 071 Source: OECD/UNESCO WEI 2005

8 8 Population diplomée de l’ enseignement supérieur (2003) Percentage, by age group

9 9 Enrolment rates in formal education of 30-to-39 year olds (2004) % C1.2

10 10 Taux de participation dans la formation continue (2003) Source: OCDE

11 11 Share versus intensity of adult learning 25 to 64 year olds, 2002 United Kingdom (6.9%) Denmark (6.7%) Switzerland (6.2%) Sweden (5.5%) Finland (4.5%) Austria (2.8%) Spain (2.6%) Portugal (1.8%) Hungary (1.4%) Poland (1.4%) Figures in parenthesis correspond to the APR. Countries are ranked in descending order of APR Share of adults participating in the past 4 weeks (percentages) Average hours of learning among the participants (hours/week) High APR countries Low APR countries Source: Eurostat, European Union Labour Force Survey.

12 12 Training participation rates ratio of highly qualified/poorly qualified Source: EULFS.

13 13 Children from a low socio- economic background Children from a high socio- economic background Pre- primary Primary & Secondary Higher education Adult education Rate of return Age Benefits of education and training

14 14 Barriers to participation in adult learning Source: IALS.

15 15 Policies to raise the benefits of adult learning Increase transparency of results and returns to learning Recognising and certifying acquired skills Financing schemes to support individuals - individual learning accounts - training vouchers - training leave schemes

16 16 Croisement des rôles r Producteur r Consommateur r Citoyen r Membre d’une famille r Etre humain/spirituel

17 17 Pourquoi analyser les effets «sociaux»? r L’exigence de transparence à l ‘égard des systèmes éducatifs r Préoccupation des résultats r La concurrence autour des dépenses publiques r L’interdépendance entre les politiques économiques et sociales r Reconnaissance croissante de la signification des valeurs

18 18 Cadre d’analyse des effets sociaux capital d’identité capital social capital humain Self concept Goals Enjoyment Values Friends networks Civic participation Motivation to learn Health Family Skills Knowledge Qualifications

19 19 Individuel Entretien Collectif/communal Changement personnel A Maintenance de soi B Maintenance du tissu social D Activisme collectif C Classification des effets sociaux Individuel Collectif/communal Transformation Changement personnel A Maintenance de soi B D Activisme collectif C

20 20 Initial set of (university) scenarios Awards delivered by a restricted number of institutions Awards delivered by a large range of institutions Lifelong learning Initial tertiary education 3 Free market 2 Entrepreneurial 4 LL public system 1 Tradition 5 Network

21 21 Comment cartographier l’avenir de la FTLV? r Participation: - formelle/informelle - répartition sociale r Coûts/bénéfices r Possible/probable vs désirable r Process: who to involve and how?

22 22 International Agenda : Data Development Challenges (Tuijnman, Compare 33:4 2003)  Changing a front-loaded and input-oriented statistical system  Covering lifewide learning: non-formal and informal  Integrating quantitative and qualitative  Measuring cumulative learning across the lifespan  Including a wide range of outcomes

23 23 “Valeurs publiques” pour la formation tout au long de la vie: une sélection r Capital Humain et Social r Consumérisme collectif r Innovation et tradition

24 24 Merci Tom Schuller www.oecd.org/edu/ceri/update www.oecd.org/edu/ceri/update