International Perspectives in Education, Foundacio Jaune Bofuill, Barcelona, seminar held on 7^th November, 2013: This note gives a short account of each presentation together with the summary of the outcomes of seminar activity.

Introduction

The Fundacio Jaume Bofill is a highly regarded private foundation with a broad social remit including research.  As part of its remit, the foundation organizes seminars on aspects of social policy designed to influence decision makers in the region.  The focus of this seminar was evidence from the International Assessment of Adult Competencies (PIACC) and implications for Catalonia.  Perspectives were broadened through presentation from Scotland on approaches there and through contributions to workshop activity.

International Assessment of Adult Competencies (PIACC)

William Thorn, Senior Analysts, Directorate for Education and Skills, OECD

OECD have developed research instruments to provide high level perspectives on adult skills levels within economies/countries.  These instruments enable skills to be measured directly rather than using qualifications as a proxy for skills levels.   These instruments were 6 years in preparation and have been used in an international survey of adult skills.

The survey was of 166,000 adults (16-65 year olds) from 24 countries/economies.  Assessments were in literacy, numeracy and problem solving in technology-rich environments.  The assessment was administered in computer-based and paper-based forms.  The survey also collected a range of generic skills such as collaborating with others required of individuals in their work.

The survey generated a rich set of data and the presentation focused on performance of Spain.  Spain did not undertake the assessment on problem-solving in technology-rich environments and it was not possible to examine results at regional level.  Some highlights

• Spain was significantly below average on literacy and numeracy scores (16-65 year olds);
• Spain was significantly below average on literacy and numeracy scores (16-24 year olds);
• Spain was performing relatively worse than average on higher level literacy skill levels;
• There was a strong relationship between literacy, numeracy and problem solving in technology-rich environments ;
• Skills proficiency deteriorates over age with gap between Spain and international averages increasing with age;
• A high percentage of workers in Spain were over qualified / over skilled in literacy;
• Immigrants have particularly poor skills in the languages of Spain.

The presentation generated much discussion with strong messages on the need for improvements in system performance.  Findings related to skills in immigrant populations were felt to be particularly relevant in the Catalonian context.

There have been selective, political interpretations of findings which generated much media attention and criticism of current provision.

Reform in the Scottish System

John McCann

The college system in Scotland is the largest provider of adult and vocational education in the country.  In 2009/10, 347,000 learners were enrolled in 43 colleges; 80% of these enrolments were part-time and 46% were over 24.  Colleges employed 20,686 staff.

Through reforms in the early 1990s, colleges were given a high degree of autonomy with a broad remit to plan and deliver a vocational education curriculum meeting the needs of the local community and national skill requirements.  Since that initial reform, colleges had developed into confident, diverse institutions with a reputation for flexibility and responsiveness.

However, their diversity – necessary to meet a wide range of local contexts – presented challenges in forming a coherent, national view of how the sector might progress.  With growing political impatience and an imperative to reduce expenditure across all public services, the Government launched a reform programme in 2011 for all of post-16 education.

The consequences for colleges within the reforms have been radical and the final elements in structural change were being implemented in late 2013.  Broadly, from 43 autonomous institutions the system has been restructured into 13 regions.  Arrangements within each region vary and, with incentives available, 25 colleges have merged.

Another significant aspect of the reform has been to fund these new regions by means of outcome agreements.  This is in line with other public sector services and characteristic of the relationship which the Scottish government wishes to have with the public services it funds.

 The outcome agreements for each region comprise 5 elements

• Efficient Regional Structures - Activity here is related to progressing the processes of structural reform, building strong mechanisms for learner engagement and developing estates strategies across the region.  There is significant activity to complete merger processes.

• Right Learning in the Right Place - Activity here relates to the volume and profile of learning activity.  The 16-24 age group has been prioritized in line with government priorities.  There is also evidence of re-profiling curriculum to meet specific regional circumstances.

• High Quality and Efficient Learning - Activity here relates to better outcomes for learners with targets emerging to increase learner success and retention.  Some work has been done to improve progression opportunities for young people.

• Developed Workforce - Activity here is designed to strengthen employer engagement with regions seen to be addressing existing and emerging labour market needs.  (Note : other aspects of the post-16 reform aim to strengthen the quality of information on labour market needs).

• Sustainable Institutions - Activity here is related to good stewardship of public funds, ensuring necessary capacity to deliver required outcomes and to build some security for the future.

As the final phase of the process is currently being implemented, it is too early to make definitive judgements on the success of the reform programme. 

It is a much reduced sector.  In 2011/12, there were 257,913 learners in colleges of whom 42% were part-time and 45% were over 24.  There were 15,900 staff employed in colleges.

There remains significant turbulence within the system though some opportunities from regional operation have emerged.  From outcome agreements, it would seem that the sector is more focused on government priorities and activity is more targeted.  Progression pathways are improving and the commitment of colleges to adult education remains.  There are more explicit links between planned college provision and the labour market.

Systemic change in colleges have yet to emerge as benefits from operating as ‘colleges of scale’ work their way through the system.  New, more stable, relationships between the major actors have yet to be formed.  Authoritative views of the impact of the current reform process on the quality of the learner experience have yet to appear.

Summary of Seminar Outcomes

Queralt Capsada, Universitat Pompeu Fabra, Barcelona

Following the workshops and feedback from them, key outcomes of the day were presented as

• There are basic competencies which are needed to make a productive contribution in work and at home.  While Spain may be below average according to the PIAAC study, the good thing is that these competencies can be learned and we need to look to the system to provide appropriate opportunities;
• There is a need to extend opportunities available for continuous lifelong learning with personalized, flexible pathways for learners to achieve their learning goals;
• We are engaged in changing culture and attitudes towards lifelong learning and we need to ensure that our actions and our vocabulary emphasise that new culture.

John McCann

November 2013