Comparison of UK approach on investment in skills with other countries. Professor David N Ashton david.ashton8@gmail.com
Research: Lessons from Abroad Johnny Sung, Arwen Raddon and David Ashton, Skills Abroad, SSDA, 2006
9 countries: • Liberal free market; USA, Australia, Canada, New Zealand • Social partnership; France, Germany, Netherlands, • New system; South Africa, Singapore.
Characteristics of most effective systems • Employer-led in defining skill requirements and competences (not employer-consulted) • Secure consent of employees. Qualifications need to certify transferable skills and have market value • Financial incentives, levies, subsidies, rebates flow through sectors • Parts of the system aligned and complementary • Separation of training from social/equity policy
National Approaches and the Role of the Unions: Asia - Singapore • Sector based – some prioritised • Skills and Training Councils establish industry need and competences – CET centres compete within sectors to deliver training • Unions involved in Sector Councils and some delivery • Funding, part levy, part Heritage Fund • Parts aligned, e.g. response to financial crisis Inspired World Bank’s new approach
National Approaches and the Role of Unions: Netherlands • Sector based skills councils: employers, unions, identify needs, design qualifications • Colleges deliver off the job theory – sector based. Employers deliver on-the-job monitored by SSCs • Funding split between the two components • System aligned to needs of economy, e.g. response to unemployment
Netherlands sector skills system
Source: Johnny Sung
Possible Union role in New Reforms 1.
Employer-led partnerships determine training needs and qualifications. 2. Funding flows ensures training provision responds to needs of economy. 3. Funding ideally sector based: problem is variability of sector organisations. 4. Union role in creation of qualifications, to ensure: – transferable skills embedded, – quality standards, and – counter short-termism of some employers.
5. Separate the use of learning for personal development and equity from needs of training for the economy. Unions focus on two fronts.
References D. Ashton, Lessons from Abroad. Developing Sector Based Approaches to Skills, 2006 Catalyst SSDA http://www.ukces.org.uk/assets/bispartners/ukces/docs/publications/ ssda-archive/ssda-catalyst-issue-2-lessons-from-abroad.pdf J. Sung, A. Raddon and D. Ashton, 2006. Skills Abroad: A comparative assessment of international policy approaches to skills leading to the development of policy recommendations for the UK, Research Report 16, SSDA http://www.ukces.org.uk/assets/bispartners/ukces/docs/publications/ssdaarchive/research-report-16-skills-abroad.pdf J. Sung, 2011 The Singapore Continuing Education and Training System, Skills Development Scotland
http://www.skillsdevelopmentscotland.co.uk/knowledge/newsletter/singapore-cetsystem.aspx