Implementation of the Governments LLL Strategy

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Implementation of the Governments LLL Strategy

• Hungary

Zoltán Loboda Department for EU Relations
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Content of the presentation

• Internationalisation of educational policy
• Why is LLL essential?
• What do we mean by LLL strategy?
• What are the distinguishing features of the
  implementation of LLL strategy
• Lessons we have learnt so far
• Conclusions

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Internationalisation of educational policy

• Impact of the OECD and former international
  development programmes
• International networks and policy communities
  providing forums for interaction
• Altering the beliefs and expectations
• EU accession and membership
• Observability, Compatibility, Incentive to
  learn,Adaptation pressures
• Positive effects of the EU funds
• Strict methodology (cross-sectoral planning),
  External control, accountability (benchmarks),
  1st NDP Integrated approach, strong obligatory
  partnership

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Why is LLL essential? (experiences of past
changes)

• Sector-based planning, poor link between changes
  in sectors different interventions
• Controversial policy mix in sectors
• Overemphasized intruments
• Stop and go in many dimensions
• Regular reconsideration of the objectives
• Unintended side effects beacuse of lack of
  complex programing
• Poor impact in real terms

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Birth of the Hungarian LLL strategy

• Earlier sectoral development strategies have been
  drawn up in line with the concept of LLL
• HRDOP (between 2004-2006) had an LLL priority
• Negotiation with the Commission imposed on
  elaborating an LLL strategy
• Expectation met with the awareness of the
  Hungarian policy makers
• Improving the positions to use Structural Funds
  for HRD purposes
• Measures supported by the ESF need to be
  coordinated
• overall conceptual framework for the sectoral
  policies directions for planning HRD in the
  next programming cycle

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What do we mean by LLL strategy

• Not a classical strategy
• Inclusive, multi-sectoral, system-building
  strategy
• It does not include concrete measures and
  quantifiable targets, neither a concrete time
  frame, It might rather be considered as a concept
  or a development framework, a paradigm, a
  holistic approach toward all forms and levels of
  learning.
• Implementation is realised via measures,
  governmental and ministerial programmes funded
  from ESF and national budget

Strategy making
Implementation
Conceptualisation
Gov. LLL strat
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The concept of LLL

• Central - the learning individual (learning
  society)
• From cradle to grave (lifelong-learning)
• Equal access
• Diverse learning objectives
• Emphasis on competence development
• Formal, non-formal and informal learning
  (life-wide learning)
• New learning culture learning to learn
• Integrating the different forms and levels of
  learning, education and training into a single
  system

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Structural features of the strategy

• Structure of the strategy
• Paradigm/concept ? priorities ? objectives ?
  areas of interventions
• Principles for policy tools ensuring the
  development
• Promoting innovations
• Leadership and institution management
• Financing
• Co-ordinated development founded on consensus
• LLL in the context of EU co-operation and global
  competition

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Appendix 1
Overall improvement of the quality of life
Improvement of competitiveness
Strengthening social, economic and regional
cohesion
Sustainable growth
The strategy for lifelong learning
Equal opportunities
Strengthening the links between the education
and training system and the labour market
Enhancing the efficiency of the education and
training system and increasing related public and
private investment
Improving the quality of education and training
New governance
Enhanced support to the learning opportunities
of the socially disadvantaged
Encouraging the introduction of procedures
facilitating the efficiency of education and
training (partnership)
Career guidance, counselling and monitoring
Promoting and ensuring sustainability of
innovation
Developing of assessment, evaluation and quality
management systems
Recognition of non-formal and informal learning
Strengthening social partnership and
intersectoral coordination
Improving access to education and training
opportunities at a regional level
New teaching and learning culture
Promoting individual and employer investment in
education and training
Harmonisation of the development of labour market
and education and training systems
Developing basic skills and key competences
Making use of opportunities opened by
international (European) cooperation
Expansion of learning opportunities
Supporting vulnerable groups in the labour market
Improving the infrastructure of education
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MEASURES SERVING SPECIFIC REALISATION
5th priority
Improving the quality of education and training
Governments work plan, statutory regulations,
HRDOP New Hungary Development Plan
3rd objective
developing basic skills and competences
modification of the pre-school education
guideline
Areas of intervention
amendment of the NCC
improvement of the standard of preparation for
school by relying on personality development
competence-based development of curricular
materials and teaching aids, INSET, HRDOP 3.1
stressing fundamental competences in primary
education
development of the measuring and evaluation
system, data banks
refashioning secondary education competence-based
school leaving examination
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Implementation of the strategy (1.)

• Government resolution (2215/2005) determines
• Strategy shall be a guideline for planning untill
  2013
• Specific assignments to ministries in a short run
  (ex.)
• System of modularisation of vocational subjects ,
  system of credit, action plan
• Coordination/harmonisation of the work of
  institutions dealing with adult education (higher
  education institutions, secondary institutions,
  regional training centres, regional vocational
  education centres)
• Training of teachers and trainers (incl. teachers
  for adults) action plan
• Efficient education methods, the dissemination of
  application methods of information and
  communication technologies action plan
• Development of atipical training types in order
  to further develop information society (distance
  learning, e-learning, community learning)
  complex development programs
• Development of target-group oriented and
  modulerised teaching material and curricula

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Implementation of the strategy (2.)

• Coordination and monitoring
• Main actors MEC, Labour ministry, Ministry for
  Development and Economy
• Inter-ministerial Committee keeping an eye on
  implementation
• different WGs making recommendations
• Reporting to the Government
• Evaluation
• Development of a system of core indicators (it is
  in progress)
• Indicators of the NHDP operational programmes

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What lessons have we learnt so far? (obstacles
to LLL)

• Poorly developed learning skills and basic
  competencies (PISA survey)
• The declining relevance of formal learning,
  existing qualifications do not inform the
  employers properly, lacking recognition of
  informal, non-formal learning
• The fragmented character of the system of
  education services, education at any stages of
  the career hardly respond to the diverse
  individual learning needs
• Huge selection within the education system
• Lack of appropriate counseling and guidance
  services, lack of information feed-back on the
  quality of edu. services
• Poor horizontal and vertical policy co-ordination
  within the education sector (e.g. divergent
  sub-sectoral regulations)

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What lessons have we learnt so far?

• Intersectoral cooperation quite weak
• Only money matters
• Lack of accountability and evidence-based culture
• New policy framework for development based on LLL
  logic does not fit to old framework of inst.
• LLL interpretation line is often broken according
  to players
• Direct answers translated to direct actions
  through the Structural Funds
• Huge hidden knowledge without roles (teachers,
  local governments)

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Conclusions

• Visibility ? logic of political communication
  branding and labelling
• Lack of a flagship project
• Redefining the role of state and other actors
• Insistence on traditional policy tools
• Legal and financial boundaries against LLL
• Too much emphasis on formal systems
• Not too much attention to non-traditional
  learners

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Thank you for your attention