1. Do employers want what
schools create?
Hernán Araneda
Fundación Chile
1

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
2

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
3

4. 4

5. SCANS Competencies
Resources
Allocates Time
Allocates Money
Allocates Material and Facility
Resources Allocates Human Resources
Information
Acquires and Evaluates Information
Organizes and Maintains Information
Interprets and Communicates Information
Uses Computers to Process Information
Interpersonal
Participates as a Member of a Team
Teaches Others
Serves Clients/Customers
Exercises Leadership
Negotiates to Arrive at a Decision
Works with Cultural Diversity
Systems
Understands Systems
Monitors and Corrects Performance
Improves and Designs Systems
Technology
Selects Technology
Applies Technology to Task
Maintains and Troubleshoots Technology
5

6. SCANS Foundation Skills
Basic Skills
Reading Writing
Arithmetic & Mathematics
Listening Speaking
Thinking Skills
Creative Thinking
Decision Making Problem
Solving Seeing Things in
the Mind's Eye Knowing
How to Learn Reasoning
Personal Qualities
Responsibility
Self-Esteem Social Self-
Management
Integrity/Honesty
6

7. Basic competence:
50% of the population in performance level 1
Adult Functional Literacy Survey (1998)
100%
90%
80%
70%
60% PERFORMANCE LEVEL
50%
40%
Level 4/5
30%
Level 3
20%
Lever 2
10%
0%
Level 1
y
es
ile
en
a ry
lic
l
m
ga
an
do
ub
Ch
tat
ed
rt u
ng
rm
ing
ep
dS
Sw
Hu
Po
Ge
cR
dK
ite
e
Un
ite
Cz
Un
7

8. A systemic view from
the National Competency System
Labour Market
Intermediation /
Information
Services
Industry Competency
HR Management Endorsed Assessment &
(recruitment, selection, National
Competency Certification
performance appraisal, Training System
training, sucession plans, Standards System
rewards, etc.)
NATIONAL LABOUR COMPETENCY SYSTEM
Technical
Vocational Education
(secondary,
postsecondary)
8

9. Where we stand
15 industry specific associations,
“clusters”, 380 leading companies
MOBILIZE
2.STAKEHOLDERS
Movilizar Actores DEFINE 500 occup
15 economic Claves OCCUPATIONAL standards, +
sectors 3.Definir Estándares
SELECT AND
1.Seleccionar e
AND EMPLOYABILITY employability skills
SKILLS
IDENTIFY models (8
Identificar Sector STANDARDS
INDUSTRY
Productivo competencies)
UPDATE
8. Actualizar Estándares VALIDATE
STANDARDS
según Necesidades STANDARDS
AS NEEDED
4.WITH
Validar
PROMOTE STAKEHOLDERS
Estándares
-Web site competency
AND con Actores
standards 7.Promover y
DISSEMINATE KEEPING Claves
-New regulation Difundir MANTENIENDO LA
THE
VENTAJA
COMPETITIVE
-Media coverage COMPETITIVA
EDGE
ADAPT CURRICULA
EVALUATE AND 5.Adaptar Currículum y
AND TRAINING TO
6.Evaluar y Certificar Formación según
CERTIFY WORKERS / STANDARDS Methodology
Trabajadores
STUDENTS Estándares transfer to
80.000 workers certified 300 VET
9
(labour competencies, providers
Employability skills, IT skills)

10. 1.Competencies for the work-life:
What skills are a priority?
Employers views
Labour market dynamics and outcomes
10

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
11

12. Schools in which career guidance is
compulsory for 15 year olds, 2006
100
90
80
70
JAPAN CZECH REPUBLIC
NORWAY PORTUGAL
60 GREECE QATAR
FINLAND CHILE ISRAEL
%
50 UK BRAZIL
NETHERLANDS LITHUANIA
ROMANIA MACAO
40 SPAIN AZERBAIJAN
DENMARK TUNISIA
30 AUSTRALIA LATVIA
SWEDEN
20
10
0
12

13. Less able students have less access
Mean PISA 2006 scores
470
460
450
440
430
420
410
400
Science Reading Mathematics
Guidance voluntary Guidance compulsory
13

14. Access is lower in small towns
Per cent of schools in which guidance is
100
compulsory by school location
80
60
40
20
0
Small town Town City Large city
14

15. Students in public schools have less access
Per cent of public and private schools in
100
which guidance is voluntary or compulsory
90
80
70
60
50
40
30
20
10
0
Voluntary Compulsory
Public Private
15

16. Schools without a strong tertiary
focus have less access
100 To what extent do you feel that
90 teachers in your school
80 concentrate on developing in
students the skills and
% compulsory
70 knowledge that will help them in
60 tertiary education?”
50
40
30
20
10
0
Low Integrated Central
Tertiary focus
16

17. Business involvement in the
curriculum increases access
100 Per cent of schools in which guidance is compulsory
and business influence over the curriculum
90
80
70
60
50
40
30
20
10
0
None Minor or indirect Considerable
17

18. Schools where 15 year-olds never visit local
businesses
80
70
60
50
%
40 SWEDEN
ROMANIA
CHILE JORDAN
DENMARK
30 AUSTRIA
FINLAND
GERMANY
20 RUSSIA
10
0
18

19. Schools where 15 year-olds never have lectures by
business or industry
80
70
60
GERMANY
50 HONG KONG
FINLAND
JORDAN
%
40 DENMARK
UK
AUSTRALIA
RUSSIA
30 CHILE CANADA
AUSTRIA
20
10
0
19

20. Schools where 15 year-olds are not offered training in
local businesses
100 FINLAND
UK
DENMARK
90 SWEDEN KOREA
GERMANY CHILE IRELAND
80 NORWAY SPAIN
MONTENEGRO LITHUANIA
CROATIA GREECE
70 AUSTRALIA
AUSTRIA
NETHERLANDS
60 NEW ZEALAND
LUXEMBOURG
%
50 SERBIA
ICELAND
40
30
20
10
0
20

21. How is career guidance provided?
50
45
45
40
35 31
% of schools
30
25
20 16
15
10
5
0
Specific teachers All teachers Counsellors employed
21

22. Does this matter?
22

23. Industry visits a normal part of schooling?
50 Weighted index:
45 43 >Once a year=3
Once a year=2
40 35
Never=1
Maximum=100
35
Index/100
30
25 20
20
15
10
5
0
Specific teachers All teachers Counsellors
23

24. Industry lectures a normal part of schooling?
45 41 Weighted index:
>Once a year=3
40 37 Once a year=2
Never=1
35
Maximum=100
30
Index/100
25 22
20
15
10
5
0
Specific teachers All teachers Counsellors
24

25. Industry influence on the curriculum?
60 Weighted index:
52 Considerable=3
Minor=2
50 None=1
Maximum=100
40
34
Index/100
30
20 15
10
0
Specific teachers All teachers Counsellors
25