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Governing the Lifelong Learning System: Issues and Trends: 

Governing the Lifelong Learning System: Issues and Trends Gwang-Jo Kim The World Bank

Questions: 

Questions What is governance about? Why does governance matter? How can governance promote lifelong learning? How can governance system be more effective and equitable?

What is governance about?: 

What is governance about? Not just government bureaucracy Public management of the human capital development Deals with education and knowledge strategy: lifelong, formal and informal, public and private, traditional and new learning, education and training

Why does governance matter?: 

Why does governance matter?

How to promote lifelong learning?: 

How to promote lifelong learning? Policy coordination Diverse learning options, settings, modalities Outcome-driven, recognition of learning

Policy coordination: 

Policy coordination National level Super-ministry: Japan, Germany, Korea Cross-ministerial approach: Nordic countries Local level/Vertical Coordination Policy guidelines, budget/subsidy allocation Stakeholder involvement Community, employers, unions, NGOs..

Youth transition in Nordic countries: 

Youth transition in Nordic countries Local authorities in charge of youths under age 18 or 20 (education) Public/national employment service responsible thereafter (labor) Low, declining long-term unemployment Source: OECD, 2001. Education Policy Analysis

Chilean lifelong learning project: 

Chilean lifelong learning project Articulation between education and training at local level through: Joint venture (training providers, employers, workers) Competitive funding Qualified third party review Source: Prawda, Juan. 2002. Chile: Lifelong learning and training project

Slide9: 

PROJECT COORDINATION UNIT Legal agreement Legally constituted regional 'joint-venture' (netwrok) Competitive fund Qualified (third party) individuals and/or institutions reviewing proposals Forty concrete regional projects, implemented by approved 'joint-ventures’, aiming to articulate technical-professional education and training with the given sector of the economy in a given region Review of proposals Proposals from the several regional legally constituted 'joint-ventures' Private and public technical-professional institutions and training providers Employers of a given sector of the economy in the given region Workers of a given sector of the economy in the given region

Diverse options, settings, modalities: 

Diverse options, settings, modalities Engaging private/non-gov.sector Direct delivery and operation Private management of public system Supply of educational inputs Private financing Enabling policies Regulatory framework: articulation of programs Informing learners: school results, grievance procedures Investment in infrastructure (ICT)

Global higher education on-line market (US $ Millions): 

Global higher education on-line market (US $ Millions)

Educational software market for schools and private consumers (US$ millions): 

Educational software market for schools and private consumers (US$ millions)

Private management of public system: 

Private management of public system FyA (Fe y Alegria) Agreement with Government of Venezuela in 1998 Took over 3 failing public schools Government leased the school buildings for 50 years

Heineken:Collective agreements on learning: 

Heineken:Collective agreements on learning Dutch branch of Heineken Beer Brewery andamp;the unions Dutch branch employs 4,000 of the 26,000 employees world-wide Application of new technologies and to reshape the organization. A five-year guarantee of employment and education to 2,000 workers at two breweries. All current employees would continue to work within the new organization and would be trained. Source: http://www.eiro.eurofound.ie/1999/03/word/nl9903123s.doc

Public-private partnership: 

Public-private partnership SABIS School Network Each participating public/private school operates independently Provides internationally oriented, college-preparatory core curriculum (English, Math, Science, and World Languages) Indian Institute of Information Technology (IIIT) Government - building space and grounds IBM, Oracle, Motorola - own 'corporate schools', acting as university departments.

Outcome-driven/recognition of learning: 

Outcome-driven/recognition of learning Quality assurance framework Certify/recognize individual learning Accreditation of institutions National assessment National standards Public ranking of schools: U.K., the Netherlands International benchmarking TIMSS, IALS, PISA…

Slide17: 

International Benchmarking

How to be more effective and equitable?: 

How to be more effective and equitable? Reform of management system Continuous reform vs 'reform' fatigue E-Governance and other innovate approaches Decentralization, School-based mgt (SBM) Inclusive governance Equity – gender, location, digital divide.. Informal sector – nonformal/informal learning (BA Program for self-education in Korea) Equity vs excellence Gifted education, creativity in EA countries (Japan, Korea)

Lessons from decentralization (I): 

Lessons from decentralization (I) Education systems oscillate between central and local control Most education systems utilize both decentralized and centralized decision-making Four conditions are necessary for planned education decentralization: consensus building, legal and financial framework and training Source: Marlaine Lockheed (WB), 2000. Decentralization of Education: Eight Lessons for School Effectiveness and Improvement

Lessons from decentralization (II): 

Lessons from decentralization (II) Four education sub-functions can be easily decentralized: Community financing of schools Adapting instructional practice to local conditions School-family partnerships Contracting for specific services Two sub-functions should be centralized: quality control and equitable financing Teacher management and employment is a special case Most effects of decentralization are not-knows Source: Marlaine Lockheed (WB), 2000. Decentralization of Education: Eight Lessons for School Effectiveness and Improvement

Lessons from SBM (I): 

Lessons from SBM (I) Demand driven implementation (like Nicaragua, unlike Chicago, NZ) may work best Implementation capacity needs to be developed School council members need training Good quality information is essential to guide the process Institutional and political predictability is important to ensure success – clear 'rules of the game' Source: Bruns, B. andamp; Drabble (WB). M. 2001. School-Based Management: Operationalizing the Approach

Lessons from SBM (II): 

Lessons from SBM (II) 'Controlling' school directors need to be tamed Adequate and predictable stream of financial resources to schools Large investment of time from teachers, principals and parents to make SBM work Source: Bruns, B. andamp; Drabble (WB). M. 2001. School-Based Management: Operationalizing the Approach

Conclusions: New role of government: 

Conclusions: New role of government