Comparative matrix of Lifelong Learning Systems
Table1:ComparativeTableonNationalLegislation
Country
Has a
single
law on
LLL
Has many
laws for
LLL system
Denmark
ü
Sweden
ü
Finland
ü
Germany
ü
Netherlands
ü
Scotland
ü
England
ü
Spain
ü
Portugal
ü
Description
Eleven Acts directly related to adult education and training and 21 ’transverse Acts’ that affect adult learning. Each form of adult education and training has
its own objective governed by law, e.g. General Adult Ed (AVU); Adult Vocational Training (AMU); Basic Education for Adults (GVU); Adult Vocational
Training (CVT), etc. Recent revisions of legislation (e.g. Adult Voc Training Act 2009; Act on Institutions for Voc Training) strengthen co-ordination of
system through regional centres and mechanisms for LLL (e.g. guidance andc counselling) . All adults have constitutional right to complete compulsory
general education.
Multiple pieces of legislation on adult education and training. Recent legislation (e.g. Adult Learning Act (2001), Bill for new Act on Education (2011), the
Municipal Adult Education Ordinance 2003) strengthens LLL approach in the system e.g. co-ordination, guidance and more flexible provision etc. All adults
have right to complete compulsory education. Significant proportion of VET for adults (e.g. in-company training) . There are no regulations that require
employers to provide training but this is subject to negotiations and local solutions of social partners.
Multiple pieces of legislation defining sectors (e.g. Liberal Adult Education Act (1998); Vocational E&T Act (1998); Vocational Adult Education Act (1998);
Public Employment Sercices Act). Acts include mechanisms to strengthen LLL system, e.g. competence assessment
Multiple pieces of legislation at National and State levels. National legislation regulates training in enterprises, craft trades, continuing vocational training,
distance learning, and social security legislation that includes access to training for disadvantaged young people. State level regulates adult education and
vocational education.
Several pieces of legislation are relevant to adult education and training. Main legislation regulating adult education and training is the Adult and Vocational
Education (WEB) Act (1996).The objective of the act is to make adult education more coherent, and introduce LLL mechanisms such as Regional Training
Centres (ROC) and national qualifications structures. Higher Education and Scientific Research Act (1993) regulates higher professional vocational
education. Majority of Continuing Vocational education and Training is private and not regulated. The Civic Integration Act (2007) also creates demand for
adult education as it requires immigrants to learn Dutch and about Dutch society.
The Scottish Parliament is responsible for Education policy, Law may be contained by agreement as special provisions in UK legislation or in separate
Scottish legislation – e.g. Further and Higher Education (Scotland) Act 2005. The Local Government in Scotland Act 2003 sets the basis for community
action on education for adults. A lot of policy is founded in regulations – e.g. on funding - rather than by law.
UK statutory instruments apply. Multiple legislation that govern different sectors (.e.g. Learning and Skills Act (2000); Education Act (2002); Higher
Education Act (2004); Further Education and Training Act (2007); Education and Skills Act (2008); Apprenticeships, Skills, Children, and Learning Act
(2009). The Learning and Skills Act (2000) established funding structures to strengthen lifelong learning co-ordination, including at local level, and
mechanisms such as information and guidance services. Adult entitlement to basic skills set by Education and Skills Bill (2008)
Multiple pieces of legislation. At national level, Organic Law on Education (2006) regulates the different stages of the education system, and sets the basics
for adult education, and vocational training. Subsequent regulations define more detail. Organic Law and National Law on Qualifications and Vocational
Training (2002) strengthen LLL approach in system. Autonomous Communities have responsibility for education and training and develop own legislation.
Education and training sectors framed by the Basic Law of the Educational System (1989) which includes adult education. Vocational training is established
1
Comparative matrix of Lifelong Learning Systems
Country
Has a
single
law on
LLL
Has many
laws for
LLL system
Korea
ü
ü
Turkey
ü
Description
by law as a separate sector. More recent legislation reflects policies for LLL, such as the 2007 legislation for National Qualification System, and 2008
legislation for recognition, validation and certification of competencies.
In addition to legislation on education sectors (e.g. VET) two pieces of legislation strengthen LLL: the Lifelong Education Act (1999), revised (2007).
Basic Law on National Education (1973) lays foundation of LLL system, covers all sub-sectors and defines main aims of education. Also defines difference
between formal and non-formal education. Vocational Education Act (1986; revised 2001) determines non formal education and training, and established
the National Council of Vocational Education, responsible for governance of programmes under MoNE. Law for Private Institutions makes provision for
establishment of private providers of education. Municipalities Act allows for municipalities to organise education and training. Under the Basic Education
Act these programmes must be approved by MoNE. The Law on Turkish Employment Organisation determines IŞKUR’s responsibilities to provide training
and vocational guidance to unemployed. Vocational Qualifications Authority Act (2006) established the Vocational Qualifications Authority. VQA is coordinated by the Ministry of Labour and Social Security (MoLLS). It is responsible for establishing the vocational qualifications system in the context of an
National Qualifications Framework.
2
Comparative matrix of Lifelong Learning Systems
Table2:ComparativeTableonNationalLifelongLearningStrategies
Country
Denmark
Sweden
Finland
Has
Has
Description
separate relevant
LLL
strategies
strategy butno
separate
LLL
strategy
ü
ü
Strategy for Lifelong Learning (2007). Based on committment to all relevant players taking co-responsibiity.
Lifelong Learning Strategy (2007)
Separate LLL strategy not considered necessary. ’’National Development Plan for Education and Research’’ is the ‘expression of LLL policy’
ü
ü
ü
A set of policies, strategies and plans are being implemented under the guiding principle of LLL, and are being implemented through LLL Action Plans, although a
stand-alone document called ’’LLL strategy’’ has not been developed. National Action Plan for LLL approved in1998. In 2002, Ministry of Education launched
Policy Agenda for LLL, and second Action Plan for LLL approved in 2004. LLL strategy considered to be made up of the separate strategies for early school
leavers, adult literacy, upgrading skills, and social integration of migrants.
Scotland
ü
Strategy adopted in 2003 following big consultation exercise. Life through Learning: Learning through Life. Has provided foundation for more recent Lifelong Skills
Strategy ‘’Skills for Scotland: Accelerating Recovery and Increasing sustainable economic growth’’ (2010).
England
ü
No single LLL strategy. Instead approach to LLL is addressed through policies in sub-sectors. Most recent strategy (2010) is Skills for sustainable growth strategy
Spain
ü
Autonomous Communities are able to implement own measures in education and training, therefore no uniform national strategy. LLL strategy is implicit in
national legislation, but it is under development in each Community, which show different developments and tendencies.
Portugal
ü
No single LLL policy. A set of sectoral policies which are informed by LLL are being implemented.
Korea
ü
In accordance with the LLL legislation, National LLL Promotion plans are developed every 5 years. Korea also has long term growth strategy called ’Vision 2030’
Turkey
ü
Lifelong Learning Strategy Paper and Action Plan (2007, revised 2009
Germany
Netherlands
Strategy for LLL agreed in 2004 by Federal and Lander governments. The strategic interventions are embedded in current initiatives.
3
Comparative matrix of Lifelong Learning Systems
Table3:ComparativeTableonNationalStakeholderBodies
Country
Advisory
Council
to
Ministry
Advisory
Board is
linked to
Organ
none
Denmark
ü
Sweden
ü
Finland
ü
ü
ü
Scotland
üüü
England
üüü
ü
ü
ü
Germany
Netherlands
Spain
Portugal
Description
National Council for Adult Vocational Education and Training (REVE) is a tripartite committee of social partners that advises Minister on all matters concerning
adult education and continuing training. The Council also advises the 11 Education and Training Committees responsible for an economic sector. In 2009, the
two advisory councils for initial and continuing VET were amalgamated, reducing differences between VET provision for adults and young people.
National Advisory Council for VET, established under Education Act (2010).
The Swedish National Council for Adult Education is not a stakeholder council, but it is not-for-profit organisation made up of 3 partners including folk high
schools with responsibilities in the non-formal education sector.
Council for Lifelong Learning is a stakeholder body with members from Ministries of Ed and Employment, and Economy, labour market organisations,
education and training institutions, HEI, students. It works in conjunction with Ministry of Education and Children, and its purpose is to develop opportunities
for LLL and increase access to LLL and adult education and training. Tasks: * Monitor changes in education & work *Assess impact on educational needs of
adult population and LLL policy; *Monitor and promote learning in working life; * Foster co-operation between HEI, providers, educational institutions and
working life; * Monitor implementation of conditions for LLL and propose development measures; * Promote research relating to LLL, pedagogic development,
and international co-op.
BIBB, the government agency for VET, has advisory board made up of four partners: Federal Government, Lander, employers and employees. It advises on
VET issues. German LLL system is decentralised, and much social partnership operates at the Regional level through Chambers, at State level, and at
institutional level.
Social and Economic Council is a national tripartite body which advises on Continuing Vocational Education and Training. Main focus for stakeholder cooperation is at sector, regional and local levels.
Stakeholder councils tend to be advisory boards of government agencies. UK Commission for Employment and Skills (UKCES) is one such body (see under
England). The SQA Advisory Council and the SCQF Partnership Forum are other examples. Proof of consultation with stakeholders on provision and
services is often required for public funding to be given.
Stakeholder councils tend to be advisory boards of government agencies. Skills Funding Agency has advisory board of stakeholders. UK Commission for
Employment and Skills (UKCES) is a strategic partnership of major stakeholders with advisory role. It advises Devolved Administrations and UK government,
and is the umbrella organisation for Sector Skills Councils. Its purpose is to strengthen employer voice and make sure qualifications are fit for purpose Sector
Skills Councils also have boards with representation from employers and employees
General Council for Vocational Training is a tripartite body that advises the Ministry on vocational education and training. Council membership is employer
organizations, social partners, and competent administrative depts. (Ministry of Education, Ministry of Labour, Autonomous Communities). Its duties are to
create and propose measures and priorities for vocational training policies that meet the needs and requirements of the labour market. It is also the Governing
Body of the National Qualifications Institute. The Tripartite Foundation for Training in Employment is the government agency responsible for managing training
for employment. It has a tripartite advisory board made up of civil service; employer organisations; and trades union.
National Council for Vocational Training is an advisory body that is under the supervision of Ministry of Education and Ministry of Labour. It has
representatives from government, employers and unions, and is responsible for evaluation and approval of aspects of the qualifications framework, for
approving qualifications, and monitoring implementation of policy. It therefore functions as a stakeholder advisory board to Nat Qualifications Council (CNQ).
Monitoring Council for Certification of Training Providers also includes social partner involvement
4
Comparative matrix of Lifelong Learning Systems
Country
Advisory
Council
to
Ministry
Advisory
Board is
linked to
Organ
none
Korea
Turkey
ü
Description
National Human Resources Committee Chaired by the President. Role is to strengthen co-operation between line Ministries with HRD responsibility. Conducts
policy formulation and evaluation in HRD.
National Vocational Education Council: stakeholder advisory body. Responsible for co-ordination of VET, for preparation of legislation, giving opinion on
regulations. Responsible for the governance (needs analysis, curriculum, QA, certification) of occupational programmes that fall under MoNE. Evaluates the
annual reports prepared by Provincial Employment and Vocational Education Councils (PEVECs)
5
Comparative matrix of Lifelong Learning Systems
Table4:ComparativeTableonNationalMinistriesandNationalAgencies
Country
One
Ministry
More
than
one
ministry
Agency
for LLL
Denmark
ü
Sweden
ü
ü
Finland
ü
ü
Germany
ü
ü
Netherlands
ü
Scotland
ü
ü
England
ü
ü
Spain
ü
ü
Portugal
ü
ü
Description
Although other Ministries are involved in LLL, the Ministry of Education is the main Ministry for adult education and training. It is responsible for co-ordinating adult
education, and adult continuing vocational education and training. Sets legislative and funding framework. Responsible for curricula, exams and certification.
Approves competence descriptions developed by education and training committees.
Ministry of Education and Research. Responsible for all education and VET. Ministry of Employment Public Employment Service delivers training to job seekers
registered at employment office. National Agency for Education: administers and monitors national framework for adult education and vocational education.
Involved in quality assurance of provision. National Agency for Higher Vocational Education: independent organiser of publicly funded post-secondary education
and training outside universities. Co-ordinates national framework for RPL.
Ministry of Education and Culture is responsible for public education and training. Responsible for policy, legislation, financing, competence qualifications, and coordination of continuing professional development of teachers. Has a Division for Adult Education and Training. National Board of Education. Answers to Ministry.
Responsible for primary, secondary, adult education and training (except universities). Draws up national core curricula and framework for competence
qualifications. Monitors adult education and training. Provides information on LLL (portal).
Federal Ministry of Education and Research: responsible for policy and legislation in certain areas of out-of- school adult education & training, (in-company
vocational training, further vocational training and retraining). Ministry of Labour and Social Affairs Federal Employment Agency Responsible for vocational further
education; The Lander Education Administrations are responsible for vocational education in schools. Federal Institute of Vocational Education and Training (BIBB)
is core institute at national level for VET. Prepares regulations, carries out research, advisory and promotional work. Carries out monitoring and evaluation.
Analyses labour market needs and carries out qualification development research.
Ministry of Education, Culture and Science Responsible for legislation and financing in secondary education, vocational education and training for adults and
higher vocational education. Responsible for adoption of national qualifications. Departmental office responsible for co-ordination of adult education and training
issues and for LLL. Ministry of Economy, Agriculture and Innovation responsible for financing of Agricultural Training Centres. Ministry of Social Affairs: responsible
for labour market education.
Scottish Government Education and LLL Directorate. Scottish Further and Higher Education Funding Council. Funds further education and training for adults;
monitors provision. Education Scotland is the body responsible for the quality of formal and non-formal non-university education. Skills Development Scotland
offers a range of services to employers, employees and others. Each of these bodies has been formed by amalgamating other agencies.
Department of Business Innovation and Skills (BIS) Responsible for adult learners post 19. Each year BIS sets the Skills Investment Statement (SIS). Department
of Works and Pensions funds programmes that influence LLL. Skills Funding Agency (SFA) is responsible for funding of further education and skills development,
to implement the SIS. Funds training, and career guidance. HE Funding Agency funds higher vocational education.
Ministry of Education establishes legislation for national education system. Ministry of Labour and Immigration is responsible for vocational training for employment
at national level. Develops multi-annual plan and priorities, taking Autonomous Communities into account. Tripartite Foundation for Training in Employment:
responsible for management of government programmes for training for employment.
Ministry of Education is responsible for national education and vocational training. Ministry of Labour responsible for initial and continuing vocational education and
training. Institute for Employment and Vocational Training (under the Ministry of Labour) is the national public employment service, responsible for active labour
6
Comparative matrix of Lifelong Learning Systems
Country
One
Ministry
More
than
one
ministry
Agency
for LLL
Korea
ü
ü
Turkey
ü
Description
market policies, including vocational training (IVET and CVET). It has network of vocational training centres, offering training to unemployed, and employment
centres which offer guidance and information. Responsible for ensuring the coordination of the National Reference Point for Vocational Qualifications.
Ministry of Education, Science, Technology has main responsibility for adult education and training. Other Ministries with obligations for training in their sectors
include Ministry of Government Administration and Home Affairs, Ministry of Culture and Tourism, Ministry of Health and Welfare, Ministry of Information and
Communication. National Institute for Lifelong Education (NILE) is accountable to Ministry of Education and is responsible for LLL education research and policy
implementation, including promotion of LLL, comprehensive education information system and credit bank system.
Ministry of National Education: responsible for non-formal education and training for adults. Ministry of Labour and Social Security is responsible for vocational
training in enterprises, and through ISKUR, for training for unemployed.
7
Comparative matrix of Lifelong Learning Systems
Table5:ComparativeTableontherelationshipbetweennationalandlocallevelsofthesystem
Country
Centralised
Decentralised
Denmark
ü
Sweden
ü
Finland
ü
Germany
ü
Netherlands
ü
Scotland
ü
England
ü
ü
ü
Korea
ü
Turkey
ü
Spain
Portugal
Description
National level sets policy and legislation framework. Responsibility for adult education and training decentralised to municipalities in 2001. Public education and
training institutions are self governing. Recent reforms have shifted some aspects of governance back towards the centre. For example, to improve coherence in
adult education and training, the government took over responsibility for adult education centres (VUC), basic adult education (FVU) and general adult education
(AVU). National level sets policy and legal framework. Legislation in 1991 decentralised responsibility for adult education and training to municipalities, which are
responsible for ensuring education and training are available. More recently, municipalities encouraged to tender different providers, and do not organise all
provision solely themselves. National level sets policy and legislation. Legislation in 1999 made municipalities responsible for general education and VET
System decentralised to State (Lander) level. Federal government sets broad policy and financing framework. A Standing Conference of Ministers for Education
and Cultural Affairs ensures compatibility across States, makes recommendations to Lander Governments for state level legislation. Quality Assurance in
vocational training is decentralised to regional and sectoral level, through the Chambers.
National government sets legislation, policy, and funding. Education and training responsibilities are decentralised to municipalities, which are responsible for
provision of adult education and employment training. Scottish government sets policy and funding frameworks. Responsibility for delivery of adult education and employment lies with funding and quality assurance
bodies. There is a Concordat between the Scottish Government and Local Government (2007).
Education and Training are responsibility of Devolved Administration. Recent changes to institutional landscape in the skills sector bring greater focus on
decentralisation of skills development to local level. Responsibility for education and training is decentralised to Autonomous Communities which have own legal identity and responsibilities for education and
training
Education and training are centrally administered. Policy, curriculum, teaching, finance are all set at national level
Traditionally, South Korea has a centralised education system, and this is seen to have been a strength for driving education development in Korea.
Responsibility for implementation of lifelong Learning has been increasing decentralised. Regional governments and local bodies pass their own laws to support
the national Act. The national Act requires state and local government to deliver lifelong education, to establish their own lifelong education promotion plans. Most
recent legislation devolved even more responsibilities for funding and provision to city level.
National level sets policy and legislation, and curriculum for national programmes. Provincial structures of MoNE responsible for administration of education
within the national programmes. Governorates have responsibility for co-ordination of administration at provincial level.
8
Comparative matrix of Lifelong Learning Systems
Table6:ComparativeTableon‘Provincial’1co-ordinationstructures
Country
Advisory
Stakeholder
council
Unit to Coordinate
implement-
Public
Description
Department
ation of
services
Denmark
ü
ü
Sweden
ü
Finland
ü
ü
ü
Netherlands
ü
Scotland
ü
ü
Germany
Advisory stakeholder councils exist at the local level, and are appointed by the municipality. The Education and Training committee consists of a minority
from municipal council and a majority of representatives of social partners. The committee makes decisions on planning, facitlities and financing and also
advises colleges on programme offerings.
Regional VEU centres. There are 23 VEU Centres, established to co-ordinate LLL services at the regional level. They provide unified gateway for general and
vocational adult education and training. The VEU Centre includes all public providers of education and training. They co-operate to offer more flexible and
effective basic general and vocational adult education. Their role is to:* make access to education and training transparent, * to support career guidance *
improve co-operation on business and employment policies* to identify and integrate skills needs at local level* to coordinate general and vocational
education activities* to carry out outreach work to reach new target groups*focus on quality and effectiveness*draw on experiences across regions;*create
synergy e.g. cooperating with job centres.
Local advisory councils . Most municipalities have advisory bodies (programme councils and vocational councils) made up of local employer and employee
representatives that advise schools on provision of workplace training etc.
Regional power shared between two regional departments: Regional State Admin Agency (AVI) and Centres for Economic Development (ELY). Both
agencies have responsibilities in education, although ELY is responsible for economic development and labour force competence. Both play important role in
promoting adult education and training and in implementing continuing professional development for teachers. Local education and training boards
established by education and training providers and play advisory role.
Lander Level: Committees for vocational training . Equal representation of employers, employees and Lander authorities. They advise Lander government on
vocational training issues in schools. Learning Regions – Providing Support for Network: Federal Ministry of Education and Research supported the
establishment of networks at regional level. Networks include different institutions and areas of education and training (e.g. regional and national institutions,
competent bodies, social partners, training institutions, local authorities, labour administration etc). Their role is to develop, test, and put into practice
innovative, integrated services for LLL. Initiating regional LLL and employment strategies.
Lifelong learning infrastructure had been established for regional co-operation. Regional Partnerships of education institutions, local and provincial
government, employment service, and business community determine the LLL needs in their regions, and agree on implementation. Regional Training and
Employment Helpdesks (‘one-stop shops’) have been established by Public Employment Service, Municipalities, companies and provider institutions, to
provide guidance to learners, information and advice on training to companies and individuals. Regional Training Centres have been established to provide
full time and part time adult education and training courses to municipalities. Providers offering training under Manpower Services can become part of the
regional training centres (ROCs), or work closely with them.
Skills Development Scotland is a national body that has local structures, offering co-ordination. The Skills Development Learning Centres offer guidance on
education and training and also deliver training. Scotland’s Learning Partnership (SLP) is a national partnership of adult learners and providers in Scotland.
Members are adult learners and learning providers. At a local level there are Community Planning Partnerships responsible for community development
which includes some aspects of education and training.
1
In this table, Provincial sub-structures include Regional, Provincial, Municipal and local sub-structures. Reflecting different governance models, countries delegate
responsibility for co-ordination of planning, and of delivery of services, to different levels.
9
Comparative matrix of Lifelong Learning Systems
Country
Advisory
Stakeholder
council
Unit to Coordinate
implement-
Public
Description
Department
ation of
services
England
ü
ü
Spain
ü
Portugal
ü
Korea
ü
ü
Turkey
Provincial
LLL Council
Provincial
Provincial
MoNE
LLL Unit
Skills Funding Agency has councils in the regions which are responsible for regional planning and supervision of skills for the region. Local Enterprise
Partnerships bring together Government agencies, local authorities, employers, and education and training providers in strategic partnerships to develop
coherent approaches to skills challenges in the regions. ’Lifelong Learning partnerships’’ at local level have ‘to promote innovative approaches to LLL.
Autonomous Communities are responsible for regional co-ordination of LLL
New Opportunities Centres / New Centres Network This network is co-ordinated at the national level by the National Agency for Qualifications. There are 459
centres across Portugal that offer a range of LLL services including RPL and education and training. The network is intended to co-ordinate and manage
supply, and strengthen monitoring and evaluation of LLL through an information management system.
Local government (Metropolitan mayors and provincial governors) develops LLL promotion plans in consultation with their offices. Regional committees are
formed by the local government and are responsible for implementation of plans. There are 16 Regional LL Education Information Centres. Schools also
function as regional centres for LLL
Provincial Employment and Vocational Education Councils (PEVECs). Established in each province, chaired by Governor, and have stakeholder
representation. Responsible for employment and VET policy in the province, labour market analysis, training needs assessments, co-ordinating provision,
monitoring and evaluation. Provincial LLL and Public Education Planning and Co-ordination Commission operate under MoNE and are mandated to coordinate public, private and NGOs working in LLL, to plan activities, and evaluate implementation of plans
10
Comparative matrix of Lifelong Learning Systems
Table7:ComparativeTableonFunding
Country
pub
priv
indiv
Denmark
ü
ü
ü
Sweden
ü
ü
ü
Finland
ü
ü
ü
Germany
ü
ü
ü
Netherlands
ü
ü
ü
Scotland
ü
ü
ü
England
ü
ü
ü
Spain
ü
ü
ü
Description
Public sector funding through taximeter system - per capita FTE(full time equivalent) grants - provided as block grant to institutions. Municipalities responsible for
funding adult education, from municipal taxes. Independent, private institutions are also eligible for state funding. Public sector also contributes allowances to
learners, and fees for unemployed learners. Incentives for employers include grants that enterprise can claim back equivalent to cost of fees. Employer
contributions often pay student fees for trainees. Individuals pay fees. In 2008, social partners accepted greater co-responsibility for financing adult education and
continuing training.
Public sector funding : Adult education and training funded by central (Ministries of Education, and Employment) and municipal levels of state. Municipalities
receive lump sum from state for adult education. Government grants are used to stimulate development in particular policy areas. For certain funding programmes
municipalities must demonstrate co-operation (e.g. with Public Employment Service, social partners) and show how their adult VET links to existing LLL
programmes. Private providers accredited to award qualifications may apply for public funds. Ministry of Employment funding to Employment Centres to fund
training for unemployed. Public funding also contributes to student financing (grants and loans). Employers finance workplace training schemes, including the
advanced (post secondary) VET programmes.
Public sector funding to adult education and training is significant. State funding via central govt (Ministry of Education & Culture, and Ministry of Employment and
Economy) and municipalities (including from their own tax base). Municipalities obliged to finance VET but not obliged for liberal adult education. Most training
purchased by Employment Services is from public providers. About half of funding for liberal adult education comes from state; the rest comes from fees and
maintaining organisations. Since 2002, 3% of whole funding to institutions is performance based. Public sector funding and contributions from Unemployment
Insurance Fund paid into Education Fund which is administered by social partners and provides financial assistance to students (allowances and scholarships).
Study vouchers also introduced. Employers fund in-service training and may purchase training from public employers.
Financing from state, employers, unions, Chambers, individuals. Significant contributions from private sector employers to vocational training, through dual system
and in-service training. Public funding from Federal Ministries (Education, Labour, Economics), from Land Ministries, from local authorities and from the German
Social Security Code.
Adult education and training is dominated by private sector. Mixed financing. Ministry of Education administers most central government expenditure. Only a small
percentage is allocated to adult education and training. Various mechanisms used to direct public funds to provision. Government transfers funds to institutions on
basis of student numbers, programmes, and numbers qualifying; and to municipalities on the basis of number of adults, minorities, etc. Municipalities contract
provision. Participation Budget at municipality introduced for labour market integration, includes training for unemployed. Public funding to student grants to pay
fees to institutions. Incentives for employer participation include reduction to wage tax contributions for enterprises that provide placements for apprenticeships and
interns. Employers make compulsory payments into Training and Development Funds agreed by collective labour agreements, and can benefit from refunds for
training employees. Employers also pay for guided learning for participants in dual training, in practical training etc.
Funding from state, employers and individuals, with significant contributions from private sector employers. Public funding body is Further and Higher Education
Funding Council. Recent reforms in the Post-16 skills sector aim to make public funding more efficient by incentivising learning provision. For example, in the
Flexible Training Opportunities (FTO) scheme public support is given to employer-based training by providing 50% of cost of training (up to 500 GBP per
employee). Local authorities channel funds through community learning strategy partnerships. Local authorities fund community learning on the basis of service
agreements.
Strong contributions from private sector employers. Public funding from Skills Funding Agency (SFA) to further education institutions which are open to adults of all
ages. Recent plans intend to ‘rebalance investment’ from public to greater contributions from private and individual. This includes the development of joint
investment in a Growth and Innovation Fund, which is managed by SFA and provides funds for innovations in employer-based skills development.
Strong contribution by public sector. Increase in participation rates in past decade associated with much greater involvement of private sector. Ministry of
Education funds initial vocational education and training and LLL initiatives. Ministry of Labour and Immigration funds continuing vocational education and training
in the employment subsystem. Autonomous Communities also provide funding. Significant public budget allocated for period 2006-2010 to applying the Organic
11
Comparative matrix of Lifelong Learning Systems
Country
pub
priv
indiv
Portugal
ü
ü
ü
Korea
ü
ü
ü
Turkey
ü
ü
ü
Description
Education Act. 60% from state, 40% from Autonomous Communities. Significant increase in funding to the ‘’Training on Demand’’ initiative made available to
employers since 2007. Employers use own resources to train employees, and can claim some grants back from the state. Employers make 0.7% Vocational
Training Contributions towards the funding of the vocational training for employment subsystem. Employers then get a reduction in their social security
contributions during following year, based on training provided previous year.
Public sector funding is significant; funding is from State Budget (Ministry of Education), Social Security Budget (Ministry of Labour and Social Security, with funds
allocated to the Institute for Employment and Vocational Training), and European Social Fund. Employers and employees Indirect contribution through the 4.7% of
social security contributions paid are set aside for employment and vocational training policies. Direct contribution through covering costs of continuing vocational
education and training.
Public sector funding through Ministry of Education, Science and Technology which is main funder of LL education, but range of relevant Ministries also fund
training in their areas. Increasing decentralisation of funding as cities, counties and districts emerge as new funders. Strong private contribution to VET through
employment insurance fund, and student fees. Employment Insurance is a social insurance system that funds the labour capacity building card system, training for
unemployed etc
Public sector funding through Ministry of National Education (MoNE) to public sector providers including Public Education Centres (PECs), Vocational Education
Centres (VECs), and through municipalities. Under the Vocational Education Act (2002), enterprises with more than 20 employees in the fields regulated by MoNE
and which are recognised as an authorised skills training establishment, are required to provide practical training to 5 to 10% of employees. Enterprises with more
than 200 employees are required to establish training units.
12
Comparative matrix of Lifelong Learning Systems
Table8:ComparativeTableonQualityAssurance(QA)
Country
Ministry
Agency
Sector
bodies
QA
Denmark
ü
ü
ü
Sweden
ü
ü
Finland
ü
ü
Germany
ü
ü
ü
Netherlands
ü
ü
ü
ü
ü
Scotland
Description
Quality assurance of adult education and training is governed by Ministry of Education. It sets rules for adult education centres, draws up all adult education
curricula and composes all written examination assignments and appoints external examiners. A range of obligatory national tests have been introduced.
National competence programmes are drawn up by the 11 national adult education and contining training committees in each economic sector, and approved by
the Ministry. Vocational training providers must complete an internet based evaluation tool. Danish Evaluation Institute (EVA) is an independent state institution
established under Ministry of Education, in 1999. It evaluates all levels of education, carries out initial accreditation for short cycle and medium cycle further
continuing professional education and training. Accreditation Council accredits higher education study programmes. Public providers e.g. , Adult Vocational
Training (AMU) provide significant amount of training that is offered by employers for their workforce.
Responsibility for quality assurance shared between central and local authorities and individual providers. National Agency for Education plays an important role
in QA. Sets up national councils to develop qualification requirements, guidelines, curricula and grading criteria for adult education and training programmes. All
programmes, including local programmes now have to be approved by national agency. Swedish School Inspectorate is the main QA body of the state for adult
education. Examines quality and outcome of education in municipalities and independent schools. The Agency for Higher Vocational Education has mandate to
develop more robust quality assurance procedures for higher vocational education. Joint business labour training boards are responsible for certification in many
VET occupations at sectoral level. These are not regulated by government but are subject to negotiations by social partners. Curriculum development is the
responsibility of the provider. Institutions are responsible for quality of provision, and municipalities also play a role in QA. National Board of Education Responsible for drawing up national core curricula for formal education, vocational upper secondary, adult education and liberal
education and the framework of vocational qualifications, and competence qualifications. Providers responsible for developing local curriculum, with advice from
local education and training committees. National Education and Training Committees survey education and training needs, review curricula, etc. in an
occupational sector or qualification. Qualification Requirements documents are drawn up. Competence tests are set up by provider which establishes local
board made up of local employers/business/ industry to plan & implement assessments and award certificates. There is no inspectorate of schools in Finland.
The Finnish Evaluation Council for Education and Training functions as a network of experts, and carries out external evaluations. Institutions are responsible for
own evaluation, and for improving quality. Encouraged to adopt quality management recommendations. Private providers that do not fall in the public system of
funding are not permitted to use titles of qualifications reserved for the public system. Students in such provider institutions may demonstrate skills in
assessments and gain right to qualification. Lander are responsible for quality assurance of vocational education and training in schools, including development of curricula for public providers. School
inspectorate monitors quality of provision in schools. Quality assurance of VET is responsibility of competent bodies which are set up at regional level and
include social partner representation (Chambers, Professional Boards). The Competent bodies ensure suitability of training centres; monitor training; advise
enterprises; establish and maintain list of training contracts; institute and hold exams. Chambers set up exam committees for each occupation with at least 3
members (employer representative, employee representative, teacher). Examination certificate is issued by Chamber. Additional qualifications can be certified
by company, vocational school ,or chamber.
Ministry of Education approves the qualifications developed at a sectoral level by the Knowledge Centres for VET and Trade and Industry (Colo). Providers
develop own curricula and run exams. Education Inspectorate supervises quality of exams, and carries out external QA of provider. HBO Council: sets
accreditation requirements of HBO programmes that must be met by providers.
Scottish Qualifications Authority (SQA) regulates qualifications and awarding bodies. It is also the main awarding body. All awarding bodies quality assure the
assessment of their qualifications. There are quality assurance agencies for higher and further (including community) education. Schools, colleges, community
learning and private trainers receiving public funding are inspected by Education Scotland. Much educational funding is awarded on the basis of quality assured
performance indicators. 13
Comparative matrix of Lifelong Learning Systems
Country
Agency
Sector
bodies
ü
ü
Spain
ü
ü
ü
Portugal
ü
ü
ü
Korea
ü
Turkey
ü
ü
England
Ministry
QA
Description
OfQual is independent of government and regulates qualifications and assessments in adult education and training, and maintains national register. Awarding
Bodies, also independent of government, are recognised by OfQual to carry out assessment and award certificates. National Apprenticeship Service (NAS)
responsible for QA of apprenticeships. Ofsted is responsible for QA of provision. It has inspection framework for FE colleges, work-based providers, adult,
community learning.
Autonomous Communities are responsible for QA of public E&T. The Education Administrations award certificates for vocational initiation programmes. Labour
Administrations award certificates for alternance training and have the power to inspect training in their geographical area, authorise course register centres, and
issue certificates. National Public Employment Service and the relevant Autonomous Community Dept also issue professional certificates registered in the
National Catalogue of Professional Qualifications. The National Qualifications Institute (NQI) promotes the updating of national qualifications, is responsible for
the national Catalogue of Professional Qualifications, and is developing accreditation procedures. The Network of National Reference Centres works with the
NQI to keep sectoral qualifications up to date. As the Board of the NQI, the General Council for VET approves all qualifications in the catalogue.
DG Employment and Industrial relations is responsible for Quality Assurance of initial and continuing VET. It defines criteria, quality evaluation and accreditation
of VET providers. National Agency for Qualifications is responsible for maintaining the Catalogue of Qualifications. Sectoral Councils for Qualifications identify
new competencies, and qualifications. The National Council for Vocational Training approves the qualifications.
Korean Educational Development Institute (KEDI) is commissioned to manage the academic credit bank system. Accreditation of non-formal providers is
managed by KEDI. KEDI announces criteria and methods of assessment of non-formal institutions. Institutions can apply for accreditation of programmes which
are held once or twice a year, with panel of assessors including from formal institutions. If programmes found to be equivalent to formal provider, the non-formal
institution may be accredited by KEDI. The institution can then submit evidence of learners’ outcomes for award of credit.
Board of Education is responsible for award of education qualifications; Vocational Education Council is responsible for governance of vocational programmes in
occupational areas that fall under MoNE. Vocational Qualifications Authority (VQA) is co-ordinated by the Ministry of Labour and Social Security (MoLLS). It is
responsible for establishing the vocational qualifications system in the context of an National Qualifications Framework. TÜRKAK is responsible for certification
and accreditation of services that institutions provide for public or other bodies.
14
Comparative matrix of Lifelong Learning Systems
Table9:ComparativeTableonMonitoringandEvaluation(M&E)
Country
single
multi
none
Description
Denmark
ü
Ministry of Education Extensive enrolment data available Sweden
ü
Finland
ü
National Agency for Education is responsible for monitoring achievement of national goals in education including adult education, including VET at schools and
VET for adults in municipalities (upper secondary level). It gathers statistics and quality indicators and publishes on website. It is also monitoring municipalities’
data /records on actual VET skills needs in local labour market to make sure training offered matches local labour market needs. National Council for Adult
Education: is not-for-profit organisation with 3 partners that is responsible for monitoring and evaluation of popular and liberal adult education
National Board of Education develops and evaluates education. Germany
ü
Netherlands
ü
Scotland
ü
England
ü
Spain
ü
Portugal
ü
Korea
ü
Turkey
ü
Ministry of Labour and Social Affairs Federal Employment Agency: responsible for vocational further education; prepares statistics and reports.
Lander Employment Agencies: prepare statistics and reports. BIBB carries out surveys and draws up the Continuing Training monitor. Monitors developments in
continuing training and collects statistical data on sector. Shares this monitoring role with German Institute for Adult Education. At Regional Level Competent
Bodies monitor training; establish and maintain list of training contracts.
Ministry of Education monitors education and training provision. Evaluation is outsourced to contracted providers including knowledge institutions.
Monitoring and evaluation is mainly carried out by the following quality assurance agencies: Education Scotland, the Quality Assurance Agency for Higher
Education and SQA.
Skills Funding Agency operates the Framework for Excellence (FfE) to provide consistent Management Information on Key Performance Indicators for post 16
providers, and publishes M&E information to aid user choice.
Sectoral Committee for Education is made up of responsible officials in Autonomous Communities and chaired by Minister of Education. It ensures c-operation
on policies that affect system as a whole including M&E, and educational statistics. Bodies responsible for M&E of continuing VET include National Public
Employment Service, Tripartite Foundation for Training in Employment and competent Autonomous Community bodies. The Tripartite Foundation for Training in
Employment provides technical support.
National Agency for Qualifications (ANQ) manages the New Opportunities Centres Network. The network includes an information management system,
strengthening M&E of the education and training supply system.
Schools are evaluated annually by external monitoring groups set up by provincial education offices. National Institute for Lifelong Education (NILE) publishes
information on LLL.
Ministry of Education, Directorate General Lifelong Learning has Directorate of Monitoring and Evaluation. Institutional providers collect M&E data.
15
Comparative matrix of Lifelong Learning Systems
Table10:ComparativeTableonCareerGuidanceandCounselling
Country
Law–
Law
guidance requires
forall
provision
onlyfor
ages
youth
Not
in
law
Denmark
ü
Sweden
ü
Finland
ü
ü
Netherlands
ü
Scotland
ü
England
ü
Spain
ü
Portugal
ü
Germany
Description
Act on Guidance, 2003 has been regularly amended. The Act mainly covers young people up to age 25. Ministry of Children and Education is responsible
for continuous supervision and development of guidance services. Adult education centres (VUC) are required to deliver careers guidance and counselling
Education Act 2010 gives all pupils the right to guidance and counselling. Municipalities are responsible under Education Act 2010 to try to reach all who
have right to basic adult education and motivate them to participate through outreach activities. Main providers are schools and Public Employment
Service.
National strategy for LLL guidance approved in spring 2011. Career guidance strategy includes commitment to access to guidance for all, competence of
counsellors, quality management system for guidance & counselling; and co-ordination of guidance and counselling. Legislation on the qualifications of
career guidance counsellors. Responsibility of providers to make sure students receive appropriate training and guidance. Main providers are public
education institutions and public labour administration. There are also private providers
Is legal responsibility of several institutions: Public Employment Service; Chambers of Industry and Commerce (to offer guidance to enterprises, training
providers, apprentices, employees).Although embedded in employment strategy, education, and in LLL strategy, it is split across sectors without a
coherent cross- sectoral national lifelong guidance strategy. The LLL strategy includes measures to improve careers guidance and counselling. Because
co-ordination is a challenge, the follow up to learning regions programme seeks to enhance local co-operation and management. Regional LLL strategies
developed by Learning Regions Networks to include career guidance and counselling. Is in process of developing quality standards and a quality
development framework, through a project funded by Federal Ministry of Education and Research. Career guidance register launched by German
Association for Educational and Career Guidance. Professionals can apply to register
Government guidelines exist but implementation is left to providers. Career guidance is marketised, and provided by range of institutions, including public
providers, municipalities, employers and unions, and private providers. There is therefore a lack of coherence across different parts of the service. Career
guidance services provided in regional training centres ( ROCs), and by regional helpdesks. Career guidance counsellors may register with organisation
called NOLAC
One service for all ages. Skills Development Scotland provides advice on learning opportunities through its website (‘My World of Work’), telephone
helpline and public access centres. Works with business, providing advice on training and other appropriate courses. Acts as a broker between learners
and providers.
Separate services for young people and adults. Local authorities have a statutory duty to encourage, enable, and assist participation in education and
training. Focus on people not in employment, education or training ( NEETs). They are not required to provide a universal careers service anymore. Skills
Funding Agency: responsibilities also include career guidance and information. It runs the national careers and guidance service, which is marketised.
Different types of organisation can bid to run parts of the service. Each region has a prime contractor. Careers Profession Alliance (CPA) working with
professional bodies to establish common professional standards; developing career framework for continuing professional development of careers
advisors; and creating register of careers professionals.
Organic Law on Education states that Autonomous Communities are responsible for implementing measures needed to ensure guidance mechanisms to
respond to students needs during compulsory education. Delivered by several institutions; by education departments through education centres; labour
departments through network of Employment Services; institutions linked to labour market access programmes; and other agents
Services organised under Ministry of Education, Ministry of Labour and Social Security, and some private sector bodies. Ministries have adopted a
development strategy to involve multidisciplinary team to ensure integrated approach. Institute for Employment and Vocational Training and Ministry of
16
Comparative matrix of Lifelong Learning Systems
Country
Law–
Law
guidance requires
forall
provision
onlyfor
ages
youth
Not
in
law
Korea
Turkey
Description
Education are designing standardised procedures for provision of counselling and guidance services. Regional services are responsible for co-ordinating,
promoting and integrating career guidance services at local level.
Career guidance is offered in schools, under Ministry of Education. Information and employment services are offered by public employment services,
under Ministry of Labour. Services are also offered in community-based services and in higher education. Community based career guidance often
targeted at women. Two major research and development institutes providing support to career guidance: KRIVET and WIC.
Under the Law on Turkish Employment Organisation, IŞKÜR is responsible for provision of vocational guidance to unemployed. Under Basic Act on
Education, schools are required to provide career guidance and counselling to school students. Career guidance is also provided at the Guidance and
Research Centres RAMs.
17
Comparative matrix of Lifelong Learning Systems
Table11:ComparativeTableonRPL
Country
Law
Regs Guide- Description
lines
Denmark
ü
Sweden
ü
Finland
ü
Germany
ü
Netherlands
ü
Scotland
ü
England
ü
Spain
ü
Portugal
ü
Korea
ü
Turkey
Legal framework for RPL (2007) in adult and continuing education and training. Gives all adults the right to assessment of prior learning to be used as basis for
access to education and training with a more flexible individualised education plan. In the case of competence programmes, RPL can lead to a certificate that
recognises proven competences (this can be certificate for programme; parts of programme; single subject in competence description).
RPL is delivered by education and training providers (adult vocational education and VET colleges)
Agency for Higher Vocational Education is responsible for co-ordinating national framework for prior learning and validation. Validation of prior learning can be
carried out by municipal adult education providers, and by regional or private validation centres. Public Employment Service will pay for RPL for unemployed
workers. Employer organisations and trade unions have developed validation methods. Workplace validation usually financed by employers. In higher
vocational education, validation may be carried out as part of admissions process of higher education institutes.
Regulation (2007) under the Vocational Adult Education Act 1998 requires providers to begin measures for individualisation. Competence qualifications make
RPL possible, as they do not specify the learning programme/path to achieve the outcomes. Individualisation realised through client centred approach to
enrolment including competence tests. Competence tests mainly by local skills demonstrations arranged in authentic service and production contexts, set up by
provider which establishes local board made up of local employers/business/ industry to plan & implement assessments
Does not have uniform legal framework. Acceptance of competences acquired from non-formal or informal learning is not legally recognised. Formal education
and training system does have some regulations that allow institutions to set up mechanisms for RPL
Accreditation of Prior Learning (APL) has been implemented for over 10 years. Offered by schools and training providers, and takes place against national
qualifications and standards at upper secondary and higher professional levels. Knowledge Centre for Prior Learning Assessment and Recognition was
established in 2001 to develop and disseminate knowledge about APL procedures. Quality code on APL developed, and specifies how recognition and
accreditation of APL should be organised. To be recognised as an APL provider, must use the code.
Guidelines for RPL as part of arrangements of Scottish Credit and Qualifications Framework (SCQF) and Qualifications and Credit Framework (QCF- applies to
rest of UK). National RPL network as part of SCQF Partnership. Published RPL toolkit in 2010. RPL services offered by accredited providers of national
qualifications.
RPL is incorporated into QCF. Qualifications Framework is being refined to promote progression, transfer. RPL services offered by accredited providers of
national qualifications.
Regulation in 2009 on recognising professional competencies acquired through work experience or non-formal learning. A committee of Ministry of Education
and Ministry of Labour are responsible for guaranteeing the fulfilment of RPL. Government is working with Autonomous Communities to implement RPL.
Education Departments organise periodic tests – RPL for diplomas, for access to artistic education, and for access to higher education for over 25s without
diploma.
Has legal framework for RPL to establish system for Recognition, Validation and Certification of Competences (RVCC). Implemented by New Opportunities
Centres Network.
Act on the Recognition of Credits led to the establishment of the Academic Credit Bank System (ACBS) for those who have not undertaken formal learning but
want to gain credits through LLL institutions. Korean Educational Development Institute (KEDI) is commissioned to manage the academic credit bank system.
Learners that complete programmes at non-formal institutions accredited by KEDI can apply to KEDI for credits. The evidence submitted for credit must be
assessments or qualifications. KEDI does not assess portfolios or field competence.
Assessment on demand available at selected Voc-Test centres, accredited by Vocational Qualifications Authority (VQA)
18
Comparative matrix of Lifelong Learning Systems
Table12:ComparativeTableonPortals
Country
Single
Multi
None
Description
Denmark
ü
Sweden
ü
Finland
ü
Germany
ü
Netherlands
ü
Portal of ‘’Learning and Working’’, includes information on APL
Scotland
ü
England
ü
There are three portals which can be used to gain information about adult and continuing education: http://www.scotland.gov.uk/Topics/Education,
http://www.skillsdevelopmentscotland.co.uk/, http://www.educationscotland.gov.uk/
Different portals by government NGOs and local authorities
Spain
ü
Portugal
ü
Korea
ü
Turkey
Ministry of Education runs portal with information on education policies includes RPL. http://www.uvm.dk
Special portals implemented on particular issues as guidance and counselling opportunities www.efteruddannelse.dk or quality assurance by www.viskvalitet.dk
Adult education provision by http://www.dfs.dk. Also Ministry coordinates official guidance portal http://www.ug.dk/ . This portal includes another programmes’
portal which is for English programmes for foreign students who want to have education in Denmark. www.studyindenmark.dk.
National Agency for Education has internet based portal for career guidance. This has been extended to include information on education at all levels. Public
Employment service also has online education and career guidance portal, includes info on skills forecasts
The National Board of Education’s Koulutusnetti offers information about education and training for young people and adults different kinds of provider.
Koulutusnetti http://www.koulutusnetti.fi
The Ministry of Education’s Opintoluotsi service is a portal for education and training information. Its aim is to help citizens find information about education and
training and to present an overall picture of what is available at different life situations. Opintoluotsi http://www.opintoluotsi.fi
Apart from a job-search facility, the web site of the Ministry of Labour website(http://www.mol.fi) has information about working life, education and training, and
services to help clients analyse their own situation, assisting them in making career decisions. Labour market training courses are also on the web site and
people can submit their applications on-line.
The AVO career choice programme includes information about almost 300 different occupations and the education and training needed to qualify. With the help
of exercises, users can analyse their own vocational goals and compare how different occupations match their wishes and where they can get trained for them.
The A-URA is a career planning service for adults. Its exercises help adults analyse their life situation and to plan their careers step by step. The Ammattinetti
provides comprehensive information about work life, including descriptions of occupational sectors and occupations, interviews with professionals, different
career case studies, articles about working life and references to other relevant material.
Different portals for education, career guidance,
Some Autonomous Communities have set up Career Information and Guidance Portals. Ministry of Education has established a portal (todofp.com) in
collaboration with Communities, which gathers information on VET cycles and career guidance.
Ministries of Education and Labour developed the ‘’Information and Management System for Educational and Training Provision’’ (SIGO) as a tool to support
youth and adult guidance on training supply, and certified competencies.
CareerNet website targets students in schools and contains databases with career information, including information on occupations, qualifications etc. Work Net
database targets unemployed workers with career counselling and re-employment through guidance..
Portal under development
19