1

Do employers want what

schools create?

Hernán Araneda

Fundación Chile

2

1.Competencies for the work-life:

What skills are a priority?

2.Quality of education and

competencies for the work life

3.Implications and challenges for

the school system

3

1.Competencies for the work-life:

What skills are a priority?

Labour market trends

Employers surveys

Transitions from education to the workplace

Lifelong learning and lifelong employability

4

5

ResourcesAllocates Time Allocates Money Allocates Material and FacilityResources Allocates Human Resources

InformationAcquires and Evaluates InformationOrganizes and Maintains InformationInterprets and Communicates InformationUses Computers to Process Information

Interpersonal Participates as a Member of a Team Teaches OthersServes Clients/CustomersExercises LeadershipNegotiates to Arrive at a DecisionWorks with Cultural Diversity

SystemsUnderstands SystemsMonitors and Corrects PerformanceImproves and Designs Systems

TechnologySelects TechnologyApplies Technology to TaskMaintains and Troubleshoots Technology

SCANS Competencies

6

Basic SkillsReading WritingArithmetic & MathematicsListening Speaking

Thinking SkillsCreative Thinking

Decision Making ProblemSolving Seeing Things in the Mind's Eye Knowing

How to Learn Reasoning

Personal QualitiesResponsibilitySelf-Esteem Social Self-

ManagementIntegrity/Honesty

SCANS Foundation Skills

7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%G

erm

any

Sw

ede

nU

nite

d S

tate

sU

nite

d Kin

gdom

Chile

Cze

c R

epubl

icH

ung

ary

Por

tugal

Adult Functional Literacy Survey (1998)

Level 4/5

Level 3

Lever 2

Level 1

Basic competence:50% of the population in performance level 1

PERFORMANCE LEVEL

8

NATIONAL LABOUR COMPETENCY SYSTEM

IndustryEndorsed

CompetencyStandards

CompetencyAssessment & Certification

System

Labour MarketIntermediation / InformationServices

HR Management(recruitment, selection, performance appraisal, training, sucession plans,

rewards, etc.)

TechnicalVocational Education

(secondary, postsecondary)

NationalTraining System

A systemic view fromthe National Competency System

9

1. Seleccionar e Identificar Sector Productivo

2. Movilizar Actores Claves

3. Definir Estándares

4. Validar Estándares

con Actores Claves

5. Adaptar Currículum y Formación según Estándares

6. Evaluar y Certificar Trabajadores

7. Promover y Difundir

8. Actualizar Estándares según Necesidades

MANTENIENDO LA

VENTAJA

COMPETITIVA

1. Seleccionar e Identificar Sector Productivo

2. Movilizar Actores Claves

3. Definir Estándares

4. Validar Estándares

con Actores Claves

5. Adaptar Currículum y Formación según Estándares

6. Evaluar y Certificar Trabajadores

7. Promover y Difundir

8. Actualizar Estándares según Necesidades

MANTENIENDO LA

VENTAJA

COMPETITIVA

SELECT AND IDENTIFY INDUSTRY

KEEPING

THE

COMPETITIVE

EDGE

DEFINE OCCUPATIONAL

AND EMPLOYABILITY SKILLS

STANDARDS

VALIDATE STANDARDS

WITH STAKEHOLDERS

ADAPT CURRICULA AND TRAINING TO

STANDARDS

EVALUATE AND CERTIFY WORKERS /

STUDENTS

PROMOTE AND

DISSEMINATE

UPDATESTANDARDS AS NEEDED

MOBILIZE STAKEHOLDERS

Where we stand

15 economicsectors

500 occupstandards, + employability skillsmodels (8 competencies)

Methodologytransfer to300 VET providers

80.000 workers certified(labour competencies, Employability skills, IT skills)

-Web site competencystandards-New regulation-Media coverage

15 industry specific associations, “clusters”, 380 leading companies

10

1.Competencies for the work-life: What skills are a priority?

Employers views

Labour market dynamics and outcomes

11

Key messages

• Career guidance is not compulsory for around one in three 15 year-olds

• Access to career guidance is less for:– Lower ability students

– Those in small towns

– Those in public schools

– Those who are not tertiary-bound

• Business involvement in the curriculum is linked to wider access to career guidance

• Perhaps one in three 15 year-olds or more have little contact with the world of work

• Schools are closest to the world of work if specific teachers are responsible for career guidance, and least close where the school employs counsellors to provide it

12

Schools in which career guidance is compulsory for 15 year olds, 2006

0

10

20

30

40

50

60

70

80

90

100

%

CHILE

CZECH REPUBLIC

PORTUGAL

QATAR

ISRAEL

BRAZIL

LITHUANIA

MACAO

AZERBAIJAN

TUNISIA

LATVIA

JAPAN

NORWAY

GREECE

FINLAND

UK

NETHERLANDS

ROMANIA

SPAIN

DENMARK

AUSTRALIA

SWEDEN

13

Less able students have less access

400

410

420

430

440

450

460

470

Science Reading Mathematics

Guidance voluntary Guidance compulsory

Mean PISA 2006 scores

14

Access is lower in small towns

0

20

40

60

80

100

Small town Town City Large city

Per cent of schools in which guidance is

compulsory by school location

15

Students in public schools have less access

0

10

20

30

40

50

60

70

80

90

100

Voluntary Compulsory

Public Private

Per cent of public and private schools in

which guidance is voluntary or compulsory

16

Schools without a strong tertiary focus have less access

0

10

20

30

40

50

60

70

80

90

100

Low Integrated Central

% c

om

pu

lso

ry

Tertiary focus

To what extent do you feel that teachers in your school concentrate on developing in students the skills and knowledge that will help them in tertiary education?”

17

Business involvement in the curriculum increases access

0

10

20

30

40

50

60

70

80

90

100

None Minor or indirect Considerable

Per cent of schools in which guidance is compulsory and business influence over the curriculum

18

Schools where 15 year-olds never visit local businesses

0

10

20

30

40

50

60

70

80

%

CHILE

SWEDEN

ROMANIA

JORDAN

DENMARK

AUSTRIA

FINLAND

GERMANY

RUSSIA

19

Schools where 15 year-olds never have lectures by business or industry

0

10

20

30

40

50

60

70

80

%

GERMANY

HONG KONG

FINLAND

JORDAN

DENMARK

UK

AUSTRALIA

RUSSIA

CANADA

AUSTRIA

CHILE

20

Schools where 15 year-olds are not offered training in local businesses

0

10

20

30

40

50

60

70

80

90

100

%

CHILE

FINLAND

UK

DENMARK

SWEDEN

GERMANY

NORWAY

MONTENEGRO

CROATIA

AUSTRALIA

AUSTRIA

NETHERLANDS

NEW ZEALAND

LUXEMBOURG

SERBIA

ICELAND

KOREA

IRELAND

SPAIN

LITHUANIA

GREECE

21

How is career guidance provided?

16

31

45

0

5

10

15

20

25

30

35

40

45

50

Specific teachers All teachers Counsellors employed

% o

f s

ch

oo

ls

22

Does this matter?

23

Industry visits a normal part of schooling?

43

35

20

0

5

10

15

20

25

30

35

40

45

50

Specific teachers All teachers Counsellors

Ind

ex/1

00

Weighted index: >Once a year=3Once a year=2Never=1Maximum=100

24

Industry lectures a normal part of schooling?

41

37

22

0

5

10

15

20

25

30

35

40

45

Specific teachers All teachers Counsellors

Ind

ex/1

00

Weighted index: >Once a year=3Once a year=2Never=1Maximum=100

25

Industry influence on the curriculum?

52

34

15

0

10

20

30

40

50

60

Specific teachers All teachers Counsellors

Ind

ex/1

00

Weighted index: Considerable=3Minor=2None=1Maximum=100