Towards More Flexibility in Training: a Review of Some Experiences in Rationalizing the Provision of Vocational Qualifications

DOCUMENT RESUME ED 477 815 CE 082 578 AUTHOR Tchaban, A., Ed. TITLE Towards More Flexibility in Training: A Review of Some Experiences in Rationalizing the Provision of Vocational Qualifications. Employment and Training Papers. INSTITUTION International Labour Office, Geneva (Switzerland). REPORT NO No-56 ISBN ISBN-92-2-111856-8 ISSN ISSN-1020-5322 PUB DATE 1999-00-00 NOTE 166p. AVAILABLE FROM For full text: http://www.ilo.org/public/english/ employment/strat/download/etp56 .pdf. PUB TYPE Information Analyses (070) EDRS PRICE EDRS Price MF01/PC07 Plus Postage. DESCRIPTORS Adult Education; *Adult Vocational Education; Continuing Education; Corporate Education; Economics of Education; *Educational Innovation; Educational Policy; Educational Technology; Foreign Countries; *Individualized Instruction; Labor Force Development; Learner Controlled Instruction; Organizational Development; Outcomes of Education; *Partnerships in Education; Postsecondary Education; *Program Implementation; *Relevance (Education); Technology Integration; Training Methods IDENTIFIERS Australia; Customized Training; *Flexible Learning System; France; Information Economy; International Labour Office; Russia (Moscow); Scotland; United Kingdom ABSTRACT This document presents five papers, each describing different experiences in the introduction, promotion and implementation of innovative adult training approaches aimed at achieving more flexibility in'skill development. An introduction (Anatoli Tchaban) presents background information and a synthesis of the studies covering definitions, concepts and approaches, government policies and institutional frameworks, major issues discussed, and a listing of appropriate strategies to adopt. The following papers are included: "Improving the Relevance of Vocational Training and Delivery Approaches: Recent Developments in Australia's Vocational Education and Training System" (Roland McMillan); "Open and Flexible Learning: Experience in the United Kingdom and in the Moscow Region of the Russian Federation" (John Twining); "Open System for Individualized Training: A French Training Scheme for Adults (Cyrille Salort); "More Flexibility through Modules: Scotland's Vocational Training Reform" (Rob van Krieken); and "Quick Start: Company Specific/Job Specific Training Programmes in the United States" (Clarence Burdette). The first two papers contain extensive bibliographies and the fourth has an appendix describing a vocational certification program in the travel and tourism area. (SLR) Reproductions supplied by EDRS are the best that can be made from the original document. EMPLOYMENT AND TRAINING PAPERS U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as 56 received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. Towardsmoreflexibility in training A review of some experiences in rationalizing the provision of vocational qualifications A. Tchaban (ed.) Employment and Training Department International Labour Office Geneva ISBN 92-2-111856-8 ISSN 1020-5322 First published 1999 BESTCOPYAVAILABLE 2 Preface Skills and knowledge are becoming increasingly important in competitiveness, growth and the creation of employment. As the type of skills are changing, training systems must respond to new imperatives, and offer flexible, demand driven ways of acquiring skills and competencies. Access to learning is a cornerstone to efforts for promoting more and better jobs for people, especially women. In providing advisory and technical services to constituents, the ILO promotes the integration of training and employment policies; systematically accumulates information on practical experiences which can provide good reference points for policy development and formulation; supports debate on the priorities for human resources development; and demonstrates, in real situations, how actions to foster training contribute to the broader goals of employment promotion and social justice. A new strategic initiative, a Programme on Investing in Skills, Knowledge and Employability, which has been launched by the ILO, is one of the means towards achieving these goals. The present review of experiences in the area of open and flexible learning shows how these models of training organization and delivery contribute to the adaptation of training systems in the changing economic and social context. Some of the issues, emphasized in the studies, are the need to strengthen partnerships between different actorsunions, enterprises, governments at different levels, private and non-governmental bodies to promote open and flexible learning, more profound and collaborative arrangements between training providers and employers, effective use of labour market information. Portability of skills is important for employment security. Workplace-based skills acquired from experience and/or by non-traditional forms of training are becoming as important as those derived from formal qualifications. Open and flexible learning is an effective means of providing `soft skills such as problem solving, team working, negotiation, sharing knowledge, time management, etc., which are becoming increasingly important for employability. Open and flexible learning contributes to the achievement of more equitable access to training, especially in promoting gender equality and providing training opportunities for particular labour market groups, such as older and displaced workers, the unemployed, persons with disabilities who are most vulnerable to exclusion. The studies included in the review emphasize the importance of creation of an appropriate environment in terms of incentives and regulation, and especially the establishment of appropriate funding models. While the State continues to play an important role in training, the most efficient solutions involve the participation of a wide range of public and private actors. The purpose of this publication is the dissemination of information on the experiences in adapting training provision to changing economic and social needs. I hope that it will contribute to meeting frequent requests from training policy-makers and practitioners for comparative information. This publication may also be of interest to a wider education and training audience. Werner Sengenberger Director Employment and Training Department Foreword The constant improvement of skills and work-related competencies is an objective in most countries, and the demand for "lifelong learning" is increasing everywhere. The demand comes from various parties: from employers who are aiming at raising productivity and competitiveness; from employees who seek employment security, better career prospects and higher wages; from the unemployed who seek greater access to the labour market; and from various "non-traditional learners" such as informal sector employees, self-employed persons, displaced older workers and other specific groups with a high risk of exclusion. Because of their critical role in the development of human resources, training systems must adapt to rapidly changing technologies and new forms of work organization. At the same time they need to respond to social objectives. In line with these new demands, many countries are reforming their training systems and developing specific programmes with greater emphasis on the flexibility and diversification of training organization and delivery. The present review provides insights into the experiences of a number of countries. It includes studies of reform of the national vocational training systems in Australia and Scotland intended to make training and skill formation more relevant to current economic and social needs; efforts in the United Kingdom and France to promote open and flexible learning through various types of programmes and approaches; and the United States' experience in organizing customized training to support local development efforts and to improve employment prospects. The studies have been prepared by authors who were closely associated with policy developments in their respective countries. The ILO frequently receives requests from training policy and decision-makers, training planners and providers for information on new ideas and approaches in the training field, and especially for information on experience and methods of implementation in different countries. This publication is intended to provide reference material which can inform analysis and policy design in countries attempting to improve and reform their training systems, making them more flexible and more responsive to the changing needs of enterprises and workers. Gerry Rodgers Chief Training Policies and Systems Branch Employment and Training Department 4 Contents Preface Foreword Introduction Synthesis of the studies Definitions, concepts and approaches Policy and institutional framework Major issues and success considerations Improving the relevance of vocational training and delivery approaches Recent developments in Australia's vocational education and training system Introduction 1. A brief historical background 2. Initiatives to develop VET 3. Development of flexible learning in Australia 3.1 Initiatives to promote flexible

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