Educational Research and Development. Joint OECD-CORECHED

international expert meeting Bern, 1-2 October 2007

Dr. Ursula RenoldDirector, Federal Office for Professional

Education and Technology (OPET)Member of CORECHED

Welcome Address

Swiss Educational System and the role of CORECHED

The rationale for launching the review in CH

Research on VET: Our model of the links between research, political governance and practice

Open questions

Federal examinations

Higher vocational colleges

Universities of Applied Sciences

Universities and Federal Institutes of

Technology

Advanced VETAdvanced VETTertiary BTertiary B

University LevelUniversity LevelTertiary ATertiary A

Swiss Educational System

Mandatory schooling

General Baccalaureate

General education

Fed. Certificate of CapacityCertificate

2 years 3 or 4 years

Companies, vocational schools, apprenticeships etc.

VET

Professional baccalaureate

Work experience

SN

SF

UniETH

TI

DHA: MinisterSSA / SFSO

Confederation

Economy/companies

UAS

Continuing education

General educationVET

CT

DEA:OPET/ seco

l

26 cantonsSwiss Conference of Cantonal Ministers ofEducation

Responsibilities in educational policy-makingRoles of the different governmental levels (review p 15)

Who is CORECHED?Swiss Council for Educational ResearchCOnseil suisse de la RECHerche en EDucation

PrivateConfederation CantonsDHA DEA SCCME

Private

OPET SSRE

SFSO SNSF SER Secretariat

general

Confederation Cantons

CORECHED are conducted by the Swiss CoordinationCentre for Research in Education (SCCRE)

The rationale for launching the review in CH

Education policy and educational steering play more and more an important role in politics. Is there any answer tothe effectiveness or impact of educational R&D?

Evidence based policy determines many politics areas:Evidence-based policy determines many politics-areas: Is the steering of the Swiss educational system evidence-based or not?

Paramount questions: - How does Swiss governance in educational R&D works?- What‘s about quality? - Who decide on which level?- How does the quality control work?- Do we have best practice?

Welcome Address

Swiss Educational System and the role of CORECHED

Objectives for the Swiss participation at the review

Research on VET: Our model of the links between research, political governance and practice

Open questions

Federal examinations

Higher vocational colleges

Universities of Applied Sciences

Universitiesand Federal Institutes

of Technology

Advanced VETAdvanced VETTertiary BTertiary B

University LevelUniversity LevelTertiary ATertiary A

Research on Secondary Level II in VET-System

Mandatory schooling

General Baccalaureate

General education

Fed. Certificate of Capacity (EFZ) Certificate

2 years 3 or 4 years

Companies, vocational schools, apprenticeshipsVET

Professional baccalaureate

Work experience

Transition phase IIJob placements/Youth unemployment

Job market

eshi

p m

arke

t

eshi

p m

arke

t

Structural changes in the for-profit

sector

Dynamics of corporate development

Forecast

BM

Professional baccalaureate

Professional baccalaureate.

Challenges faced by basic VET system

300

Withdrawals fromapprenticeships

Quality standards

Quantityf VET hi

Advanced VET

Career changes among under-25s

2 yearsbasic educationwith certificate

3 years basic education

with EFZ

4 years basic education

with EFZ

Mandatory schooling

Transition phase I

Appr

entic

e

Appr

entic

e

Vocational training models

Performance levelPISA/Harmos

Basic Multicheck

Preparation for basic VET

Static overview of VET transition phases

BM

BM

Lifestyles of theyounger generation

of VET teachingstaff/instructors

Integration/Migration

Learning strategies

Professional aptitudes and employability

Research/DevelopmentMeasuring outcomes

Fore

cast

DualVET system

Structural changes in the for-profitsector

Research:Apprenticeship market

Research:Lifestyles of young people;

withdrawal from apprenticeship

Reform process -Fed. Decree on Education

Exam experts

Evaluations,Quality assurance

InnovationResearch

ImplementationVocational

apprenticeships

Cost-benefits of vocational apprenticeships for firms/state

Research:Willingness to take on apprentices,

Firms/corporate dynamics

Dynamic overview of basic VET (300 BiVO)

Research:Quality standards for

VET students

Learning strategies and social learning

Research:Monitoring of demographic

trends

Impact of information technologies

Apprenticeship market,job placement/mentoring

Research/DevelopmentIntegration, Migration

Authorisation

Vocational schools(teaching staff, school directors)VET instructors

Instructors Inter-company

courses

Continuing education Legislation

Death Valley – Science to Market prior to 2000 – Value chain didn’t exists

SNSF

(CHF)

L t h

problem I problem II evidence-basedsteering?

(t)0- 5- 10 + 3

Long-term research

aR&D

VET??VET??

Authorities

Market &

Enterprise

A bridge over Death Valley(CHF)

Practical impact:Effective regulation Education decrees

(basic VET)

Problem areas in the system as a whole

Integration issues/

Economics of education

ICTCognitive psychology

SFIVET

aR&D

(t)0- 5- 10 + 3

Integration issues/transition

Withdrawal from apprenticeships

Cost transparency

Transition

Occupations, forecasts

VETLeading Houses-Strategy

Education

Sociology

SFIVET,others

Gross costs Productive performance Apprentice wages + Instructor costs + Administrative costs + Investment costs + Material costs + Other costs

(Time spent on unskilled productive activity x wage of unskilled workforce + (Time spent on skilled productive activity x Performance level of apprentices

the

appr

entic

ehsi

p

Effective implementation in practice: Simulation of the cost-benefits for firms due to reforms of the Federal Decree on Education

x Performance level of apprenticesx Wage of skilled workforce)

Dur

ing

Net costs = Gross costs - Productive performance

Returns from recruitment opportunities

Afte

r app

rent

ices

hip

Cost of finding and training of external skilled labour x share of apprentices who stay with the training firm for at least one year after successful completion of apprenticeship

Six Leading Houses for VET research in Switzerland

The Leading Houses have been created – all areattached to a Swiss University and each of them is a competence centre in a given specialist field:- Social Competences, University of St. Gallen - Quality of VET, University of FribourgQ y , y g- Learning Strategies, University of Basel- Learning technologies for VET, Universities of Fribourg, Lausanne and Geneva

- Economics of Education: transitions, skills and labor, Economics of Education: firm behaviour and trainingpolicies, Universities of Zurich and Berne;

- Systems and Professional Transitions, open

Researchers’ net ork

Functioning of the Leading HousesOPET Steering Committee

VET research(President: Prof. Fritz Oser)

Advisory Board (intern. experts,

controlling)Leading House Researchers’ network

of each Leading HouseLeading House

(chair)

Young ResearcherProgramme

Project development

Own projectsLeading Houses

RP1 RP2 RP3 RP4

RP = Research project

National Review of Educational R & D Switzerland

„Since OPET has developed its own nationwide strategy for educational R&D, involving working with key actors and building consensus on national priorities, Switzerland can be said to have a national system of educational research in vocational education.“

„The successful role played by educational research in the vocationaleducation sector seems to indicate that such an increase in the competency base can be achieved if the adequate frameworks and incentives are in place.“

„The Leading Houses set up by the OPET might be seen as a model of connection research, policy-making and practice for other education sectors.“

National policy/strategy for educational R&D in VET

Capacity building an appropriate incentives

- Ongoing process- Evaluation of the LH by advisory boards; evaluation of thesix major priorities by the steering committee

What have we done since the review?

Capacity building an appropriate incentives

Measurements of the quality and outputs- Reports of the advisory boards- Publications and PhD-students

- Leading Houses service agreement with OPET for 3 years- Publications and PhD-students

- We put the six priorities out for tender if possible

Use of educational R&D by policy-makers/ practitioners- Ongoing process; one positive example = cost/benefit-study- development of indicators, incentives etc. will be necessary

What have we done since the review?

Opportunities for international collaboration onmonitoring the development of educational R&D

p , y

- Advisory board of each LH build up possiblities for internationalcooperations has to be strengthened

- Evaluation of the advisory boards by a peer review will beorganzied

Welcome Address

Swiss Educational System and the role of CORECHED

Objectives for the Swiss participation at the review

Research on VET: Our model of the links between research, political governance and practice

Open questions

Open questions in the VET-model:

Dissemination and a lasting evidence-based steering:How long does it take?

How do we measure a good dissemination?

Disciplinary versus interdisciplinary R&D: mayaR&D-institutions like SFIVET solve the problemof multidisciplinary issues?

Critical mass of expertise in a small country?

g

Educational Research and Development. Joint OECD-CORECHED

international expert meeting Bern, 1-2 October 2007

Thank you for listening!

Dr. Ursula RenoldDirector, Federal Office for Professional

Education and Technology (OPET)Member of CORECHED