Andy Hargreaves

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Welcome to
Knowledge and Skill Development in Developing and
Transitional Economies
an evaluation for the World Bank/DfID

• Andy Hargreaves
• Boston College
• Paul Shaw
• University of Victoria

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Project Clusters

• Demand for Skills and the Effects of Investment
  Climates
• Primary and Secondary Education and Reform
• Further and Higher Education
• Networks Partnerships
• Technology and Innovation

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Methodologies

• Large Scale Surveys
• Case Studies
• Literature Reviews
• Interventions
• Courses and Training Programmes
• Outliers

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The basic economic resource of society is and
will be knowledge. . . . Value is now created by
productivity and innovation, both
applications of knowledge to work. The leading
groups of the knowledge society will be
knowledge workers. . . . The economic challenge
. . . will therefore be the productivity of
knowledge work and the knowledge workers.
Peter Drucker, Post-Capitalist Society, 1993
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We are moving into a learning economy where the
success of individuals, firms, regions and
countries will reflect, more than anything else,
their ability to learn. The speeding up of
change reflects the rapid diffusion of
information technology, the widening of the
global marketplace . . . and deregulation of and
less stability in markets.
OECD, Knowledge Management in the Learning
Society, 2001
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Perspectives on Knowledge Economies

• Knowledge Economies as
• Cost
• Investment
• Social Value
• Disturbance
• Rhetoric

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Lifelong Learning
A robust lifelong learning framework encompasses
learning throughout the lifecycle from early
childhood to retirement. It includes formal,
non-formal and informal education and training
and addresses civic and personal interests as
well as labour market demands. Hargreaves
Shaw, 2006
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1. The Growing Divide

• The escalator of opportunity
• Spirals of training and upgrading
• Formal and informal economies
• Pathways and prior learning assessment

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2. Lifelong Learning and Training

• Lifelong learning vs workplace training
• Rhetoric vs reality
• Mainstream lifelong learning in all programmes
  and interventions
• Mainstream lifelong learning in quality assurance
  mechanisms and indicators

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3. Quality

• From access to quality
• Standards frameworks vs capacity to meet
  standards
• Testing of learning vs assessment for learning
• Isolated and episodic vs integrated and
  continuous training
• From teacher training to leadership development

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4. Pedagogy

• New learning old pedagogies
• Break the cycle of poor quality teaching and low
  grade pedagogies
• Increase status and pay
• Improve training and continuous professional
  development
• Significantly invest in leadership development

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5. Technology

• Upward spirals of technology and skill
  development
• Imported technology often runs ahead of internal
  capacity
• Addition vs integration
• Initial investment vs long-term sustainability

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6. Public-Private Partnerships

• From private investment to public-private
  partnerships

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7. Culture and Context

• From culture as obstacle to culture as capital
• From context as externality to context as
  intervention

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8. Theories of Change

• Established vs emergent

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9. Sustainability

• Depth
• Endurance
• Breadth
• Justice
• Diversity
• Resourcefulness
• Conservation
• Hargreaves Fink, 2006

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Andy Hargreaves Hargrean_at_bc.edu www.andyhargreaves
.com Paul Shaw southerncrossca_at_shaw.ca