schooling in the workplace by nancy hoffman_learning through work symposium 2014
TRANSCRIPT
November 2014Skills Development Scotland
SCHOOLING IN THE WORKPLACEVOCATIONAL EDUCATION SYSTEMS AND YOUTH TRANSITIONS INTO WORKING LIFE
WHY STUDY OTHER SYSTEMS?
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OUTLINE
• Best of the best:
– Employer/ market driven: Switzerland
– School driven: Netherlands
– Government driven: Singapore
• Examples of the rest:
– Countries recovering from “university for all:”
– USA, Korea, and China
– Countries trending toward “university for all”:
– Norway and Denmark
– Challenges for Scotland and the US
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VET CRITERIA AND INDICATORS
• Criteria for judging VET: critical to innovative economy & good for young people
– For employers: pipeline of high skill young professionals aligned with labor market needs
– For teens: settings that promote healthy maturing and lead smoothly to productive “working life”
• Indicators of employer/teen “wins”:
– Low youth unemployment rates and NEET rates
– High scores on multidimensional youth labor market index
– Strong skills of 16- 30 year olds
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IN 2012, 15% OF 15-29 YEAR-OLDS IN OECD COUNTRIES WERE NEITHER EMPLOYED NOR IN EDUCATION OR TRAINING, ON AVE.
NEET population among 15-29 year-olds (2012) and change between 2011 and 2012
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%
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KOF INDEX: KEY INDICATORS
• Activity state: unemployment and NEET rates
• Working conditions: quality of employment (short term contracts, involuntary part time, poverty wages)
• Education: formal and informal education, skills mismatch
• Transition “Smoothness” (ease of entry, adult to youth unemployment rate)
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GERMANY, SPAIN, GREECE, SWITZERLAND 2012
LOW SKILLS (16-30) WITH HIGH SCHOOL COMPLETION AS HIGHEST EDUCATIONAL ATTAINMENT
OECD Policy Reviews of Vocational Education and Training
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Sweden
Korea
Austri
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Eston
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Slovak
Rep
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Czech
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Norway
Germ
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K)
Franc
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Poland
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United
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15
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30
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“It is hard for 15 year olds to grow up, but in the Swiss system, young people work with adults that they respect and it helps them become good Swiss citizens and efficient, productive employees.”
—CEO of a major Swiss company
SWITZERLAND AND THE NETHERLANDS
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STANDARD STRUCTURES OF STRONG SYSTEMS
• Dual systems (Germany, Switzerland, Austria)
– Combine school, training company, and work on weekly schedule
– Usually 3-4 years
– “School is not the center of the world”
– Tripartite partnership, school supplements employer
• School-based systems with comprehensive WBL (Singapore, Netherlands, Norway)
– School is launch pad
– May have school-based enterprises within school
– Always includes work-based learning, but could be 60% of school week, required 6 months, or 1-2 years after 2 years of VET school
– Employer supplements school
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PHOTOGRAPH © 2005 David Binder
CHARACTERISTICS OF STRONG SYSTEMS
• Have permeable pathways through postsecondary technical education
• Include modern occupations learned through simultaneous study of sophisticated theory and application to real problems
• Require STEM competencies, complex problem-solving in messy situations, and expertise in communication, team work, and presentation
• Respond to needs of adolescent development (talent pipeline of young professionals) 13
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SWISSCOM BROCHURE FOR RECRUITING 15 YEAR OLDS TO THE COMPANY
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RECRUITING BROCHURE FOR 15 YEAR OLDS, SWISSCOM
In very best situations, work is nothing like school although you earn an academic degree…
• Un apprentissage chez Swisscom te laisse une grande liberté d'action. Ainsi, tu peux structurer toi-même dans une large mesure ton plan de formation. Tu choisis également toi-même les postes de formation pratique pour lesquels tu veux poser ta candidature.
• Tout au long de ton apprentissage, tu peux profiter du soutien d'un coach, avec qui tu effectues régulièrement des bilans de la situation. Tu peux ainsi te situer et définir les prochaines étapes de ta formation.
• Et ce n'est pas tout: Nous te donnons accès à la mobilité. Dès le début de ton apprentissage, nous t'offrons un abonnement général jeune. Et Swisscom te fournit aussi un ordinateur portable.
• Tu peux voir du pays: des places de projet sont proposées dans la Suisse entière. Tu découvres ainsi d'autres régions et peux, suivant le lieu de travail, mettre en pratique et améliorer tes connaissances d'allemand ou d'italien.
• Tu profites de conditions de travail avantageuses: tu as par exemple droit à six semaines de vacances par année d'apprentissage. 16
PHOTOGRAPH Metro Early College High School
LEARNING CONDITIONS THAT ASSURE THE YOUNG PROFESSIONAL’S SUCCESS
• Qualifications are transferable among companies
• The student “owns” his or her skills and can sell them in the market place
• Workplace trainers are credentialed to work with young people
• Applied assessments are given by combos of employers, unions & educators
• Apprenticeship places reflect needs of labor market
• Employers gain an ROI at the end of training
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YOUTH POLICY: PRINCIPLES AND LEGAL FRAMEWORK
In a youth guarantee, a country promulgates an active labor market policy (ALMP): this is a public private partnership that promises all youth a job, or a mix of school and work within 1-3 months of becoming unemployed through their mid- 20s. Young people are not allowed to be “NEET.”
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NET-BENEFIT FOR AN AVERAGE TRAINING FIRM (IN EUROS)
Intensivetrainingphase
Learning throughskilled work
Source: Strupler, Mirjam; Wolter, Stefan C. (2012). Die duale Lehre eine Erfolgsgeschichte - auch für Betriebe. Ergebnisse der dritten Kosten-Nutzen-Erhebung der Lehrlingsausbildung aus der Sicht der Betriebe, Glarus/Chur: Rüegger Verlag. 19
SUPPORT FUNCTIONS ENABLE EMPLOYERS TO PARTICIPATE
• EX. The Swiss Federal Institute for VET analyzes work situations, breaking them into component activities and problems, and developing competencies and curricula.
• EX. To revise commercial training qualifications, 100,000 stakeholders participated over six years organized by OPET
• EX. Over 800 employees of the Dutch Centres of Expertise are involved in collecting labor market data
• EX. COLO maintains regional centers to serve employer needs
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“In the United States, the bottom 25% of students drop out of high school, whereas in Singapore, 90% of the bottom 25% graduate from the ITE and have decent paying jobs.”
—Vivian Stewart, Asia Society
SINGAPORE
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CHARACTERISTICS OF SINGAPORE VET
• 1992 reformed VET from dead end option
• Tightly driven by economic analysis of labor market need
• Created Institute for Technical Education (ITE) and three sumptuous high tech centrally located mega campuses
• Re-branded “hands-on, minds-on, hearts-on” applied learning
• Serve bottom 25% of students, 90% graduation rate
• 80 percent of the curriculum is offered as modules
• “Plan, Explore, Practice and Perform Model” (27)
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Trending toward “college for all”Recovering from “college for all”
NORWAY AND THE USA
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NORWAY’S CHALLENGE: DROP-OUT
• Stable completion rate for many years: 57,5 % of VET pupils complete within five years.
• The completion rate is higher among candidates who got an apprenticeship.
• In 2013, 68 % of the applicants to apprenticeship signed a contract.
• Short supply of apprenticeship placements is a serious challenge.
Apprenticeship 33 %
Vg2 Vocational education
Vg1 Vocational education 52 %
Vg3 supplementary course to HE
20 %
39 % not completed
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NORWAY’S CHALLENGE: DROP-OUT
• Approx. 40 % VET-students complete with a VET qualification.
• The completion rate is higher among candidates who got an apprenticeship.
• In 2013, 68 % of the applicants to apprenticeship signed a contract.
• Short supply of apprenticeship placements is a serious challenge.
Apprenticeship 33 %
Vg2 Vocational education
Vg1 Vocational education 52 %
Vg3 supplementary course to HE
20 %
39 % not completed
Qualifying ½ year
Better transitions
between 2nd and 3rd year
Better early introduction
to VET More enterprise training in lower secondary
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MAIN MODEL: VOCATIONAL EDUCATION AND TRAINING (VET)
A different introduction
to upper secondary
More flexibility and
relevance
Piloting a dual model
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THE PATHWAYS TO PROSPERITY REPORT
“The American system for preparing young people to lead productive and prosperous lives as adults is clearly badly broken. Failure to aggressively overcome this challenge will surely erode the fabric of our society.”
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EDUCATION LEVEL OF U.S. LABOR FORCE
No High School8%
High School Diploma /GED
24%
Some College, No Degree
14%Certificate12%
Associate's Degree10%
Bachelor's Degree21%
Graduate Degree11%
Source: Georgetown Center on Education and the Workforce, 2012 30
U.S. HIGH SCHOOL GRADUATION RATE STAGNATING
Unit
ed S
tate
s
Cze
ch R
ep
Est
onia
Germ
any
Sw
itze
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Denm
ark
Canada
Norw
ay
Sw
eden
Russ
ian F
ed
Aust
ria
Slo
venia
Isra
el
Slo
vak R
ep
New
Zeala
nd
Hungary
Finla
nd
UK
Neth
erl
ands
Luxem
bourg
EU
19 A
vg
OEC
D A
vg
France
Aust
ralia
Icela
nd
Belg
ium
Pola
nd
Irela
nd
Kore
a
Chile
Gre
ece
Italy
Spain
Turk
ey
Port
ugal
Mexic
o
Bra
zil
0
10
20
30
40
50
60
70
80
90
100
1990s 1980s 1970s 1960s
Source: Schleicher (2007) based on OECD data. Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, 35-44, and 25-34 years
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1
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THE U.S. LAGS IN COLLEGE COMPLETION
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FACTORS CONTRIBUTING TO “WHY NOW”
Potential for systemic transformation & improvement across education and
workforce outcomes
Economic Crisis
Un/under-employ-ment
Interest in early college
data
Harvard and JFF &SDS
Cost of university
Skills Mismatch
Inter-national Models
Political and
Public Will
State/National Leader-
ship
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CHALLENGES TO BUILDING A SYSTEM OF PATHWAYS
• Early Career Advising
– Districts lack a systemic strategy to introduce young people to careers
• 9-14 Pathways
– Few high schools and community college integrate and align programs of study with labor market needs
– “High demand” community college programs are not accessible to young entrants
• Intermediaries
– Communities lack linking organizations and infrastructure for WBL
• Employer Engagement
– Employers tired of general “please engage with schools” requests; sometimes have a dim view of adolescents; disconnect between high schools, community colleges and unions
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PATHWAYS TO PROSPERITY IMPLEMENTATION LEVERS
High School to
at least Associates
in High Demand
Field
Engaged employers,
unions offering WBL and
internships
Intermediary links between education and
unions & employers
Early, sustained career
counselingCommitted
state leaders and favorable
policy environment
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Hoffman Schwartz grandchildren
AND THE NEXT GENERATION!
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RESOURCES
• Youth, Education, and the Role of Society: Rethinking Learning in the High School Years, Robert Halpern, Harvard Education Press, 2011
• Schooling in the WorkplaceNancy Hoffman, Harvard Education Press, 2011
• KOF Youth Labour Market Index (KOF YLM Index):
• www.kof.ethz.ch/en/indicators/ylm-index >>
• KOF study (No. 51) “On the Multiple Dimensions of Youth Labour Markets: A Guide to the KOF
• Youth Labour Market Index”:
• www.kof.ethz.ch/en/publications/p/kof-studies/
Nancy [email protected]
www.jff.org
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TEL 617.728.4446 FAX 617.728.4857 [email protected]
88 Broad Street, 8th Floor, Boston, MA 02110
122 C Street, NW, Suite 650, Washington, DC 20001
WWW.JFF.ORG
Appian Way
Cambridge, MA 02148
WWW.GSE.HARVARD.EDU
NANCY HOFFMAN
JFF Co-Lead, Pathways to Prosperity Network
AMY LOYD
Director, Pathways to Prosperity Network
BOB SCHWARTZ
Harvard Co-Lead, Pathways to Prosperity Network
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