Presentation on theme: "Enhanced VET attractiveness through"— Presentation transcript:
1 Enhanced VET attractiveness through Enhanced VET attractiveness through improved public policies performance Madlen Serban, PhD ETF – EU agencyINTERNATIONALIZATION OF VOCATIONAL EDUCATION AND TRAININGIVETA22 August 2014, St Petersburg
3 WHAT IS THE ETF? Agency of the European Union Vision To make vocational education and training in the partner countries a driver for lifelong learning and sustainable development, with a special focus on competitiveness and social cohesionMission To help transition and developing countries to harness the potential of their human capital through the reform of education, training and labour market systems in the context of the EU’s external relations policy
4 SOME FACTS AND FIGURES Established Operational from Based in Director StaffBudgetPartner countries1990 (Council Reg. 1360)1994Turin, ItalyMadlen Serban133 (MAY 2014)€20.14m (2014)30
5 Southern and Eastern Mediterranean South Eastern Europe and Turkey: Albania, Bosnia and Herzegovina, Kosovo*, former Yugoslav Republic of Macedonia, Iceland, Montenegro, Serbia, TurkeyEastern Europe:Armenia, Azerbaijan, Belarus, Georgia, Republic of Moldova, Ukraine and RussiaSouthern and Eastern MediterraneanAlgeria, Egypt, Jordan, Lebanon, Libya, Morocco, Palestine**, Syria, Tunisia and IsraelCentral Asia:Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan*This designation is without prejudice to positions on status, and is in line with UNSC 1244 and the ICJ Opinion on the Kosovo Declaration of Independence** This designation shall not be construed as recognition of a State of Palestine and is without prejudice to the individual positions of the Member States on this issue.
6 VET Attractiveness – conceptual framework VET attractive to whom?(potential) learnersemployersinvestors (trade-off between VET and other education subsystems, such as early childhood, academic secondary, higher education, PhD study programmes) Attractiveness of VETWhich VET provision is questioned?mainly IVET as alternative to academic/general education (by learners)Which is the provider that should invest more for being attractive?School VET provider, since employers prefer their own VET centres
7 Drivers of VET Attractiveness: specific characteristics of the IVET system :permeability of pathways,the provision of guidance and counselling,opportunities for transition to higher education,standardisation of qualifications systems, orquality assurance.demand drivers, such ascomposition and strength of the labour marketexpenditure on vocational educationwider societal factorsviews of family members,perceptions about the quality of VET,norms within countries.
8 Drivers of VET Attractiveness: wider educational contexteffectiveness of policy initiativespolicy analysis : through TRP , the ETF leads wider partnerships for innovation in VET that creates attractiveness;policy analysis/TRP: a systematic approach to supporting policymaking byassisting the choice of a course of action from among complex alternatives under uncertain conditions in view of fostering “progress”;tracking “progress” beyond policy initiatives effectives, aiming at targeting the societal benefit of the public policy impact in view of taking corrective action, if the case.
9 THE TORINO PROCESS THE TORINO PROCESS IS a participatory process leading to the most in-depth evidence-based analysis of VET policies in a given country.
10 FOUR PRINCIPLES01Ownership of both process and results by partner country stakeholders.02Broad participation in the process as a basis for reflections and consensus building/policy learning.03Holistic approach, using a broad concept of VET for both young people and adults and adhering to a system approach, including links to economic and social demands.04Evidence or knowledge-based assessment.
11 A holistic analytical framework of key questions and indicators across 5 interconnected blocks VISION AND STRATEGYVision for the VET systemCapacity for innovation and changeDrivers for innovation and changeADDRESSING ECONOMIC AND LABOUR MARKET DEMANDFactors shaping demand for skillsMechanisms for identifying demand and matching skillsVET system influence on demandADDRESSING SOCIAL AND INCLUSION DEMANDFactors shaping demand for VETDelivering to individual learnersDelivering to societal needsINTERNAL EFFICIENCY OF THE VET SYSTEMQuality assurancePolicies for VET trainers and directorsTeaching and learningEfficiency gains and lossesGOVERNANCE AND POLICY PRACTICESBasic map of entities involved in VET at national, regional, and provider levelGovernance and practices in the areas covered in Sections A–D?
12 2014 NEW ORIENTATIONS IN TORINO PROCESS Improve the quality and relevance of the VET public policyReinforcing focus on monitoring progress sinceIncluding analysis of institutional capacity for policy makingOpening possibilities for benchmarking with the EUEnhancing the sourcing and use of available evidence available.Improve the processIncreasing country ownership and broadening participation.Providing support for capacity development in policy analysisBetter documenting the implementation of the ProcessMoving analysis on from policy priorities to identifying policy options
13 TORINO PROCESS IMPLEMENTATION COMPLEMENTARITY WITH ONGOING INITIATIVES, e.g.:National VET strategy design processesBaseline documents or progress reports using sector approach (e.g. SABER reports)EU initiatives – Special approach for countries involved in Bruges reportingETF implemented projects: FRAME, GEMM
14 TORINO PROCESS IMPLEMENTATION Phases for country reportsEvidence gathering: statistical data (STATS team in ETF to provide only selected indicators), qualitative evidence.Broad consultation (workshops, policy learning forums, focus groups, etc.) involving policy leaders, experts, social partners, school managers, teachers, employers, researchers, civil society, youth.Drafting the report (consultation on first consolidated draft).Quality assurance/peer review by the ETF.Final country report endorsement and dissemination.Agreement on three key priorities / policy options – see PRIME (an ETF initiative on ex-ante impact assessment of policy choices)
15 How the Torino Process contributes to the attractiveness of VET 1. By aiming at increasing trust in the VET systems and provision by answering questions like:Is there a shared vision for VET reform in the country? (See FRAME – an ETF initiative on using foresight as a policy management tool)Which are the levers for innovation and change in the system?Is the VET system in a given country answering the needs of the economy and of the employers? How?How is the VET system addressing the demands from the learners and the society as a whole?How does the VET system function and does it deliver quality?Which is the role that the employers, VET providers and learners play in the governance of the VET system?
16 How the Torino Process contributes to the attractiveness of VET 2. By encouraging open policy making processes based on participation and trustParticipatory, inclusive consultation and consensus building exercise with active involvement across government, but also employers, learners, professionals and civil society (including youth)Covering national, sectoral and local levelsHigh value given to objective, structured evidence as a shared basis for analysis and discussionCapacity building and peer learning on policy analysis for participantsStructured discussion and cooperation among stakeholders at national, regional and cross-country level engenders trust
17 How the Torino Process contributes to attractiveness of VET in partner countries 3. By providing relevant information and analysis on attractiveness issues, throughout the analytical framework. For example:Making initial VET an attractive option:How the national vision for VET attractiveness is developedHow flexible pathways/permeability are developed between education levels(D)How key competences are integrated into VET curricula and qualifications (D)How transition from school to work is monitored (B)How VET provides opportunities for specific or vulnerable groups (C)Fostering excellence, quality and relevanceHow VET is quality assured (D)How VET teachers and trainers are trained (D)How authorities incentivise partnerships and cooperation between school, enterprise and civil society at national and local levels (B/D)How work based learning approaches are developed (B)
18 How the Torino Process contributes to the attractiveness of VET 4. Through the identification of relevant policy solutions/options/initiatives - some examples from South Eastern Europe in 2012Albania – Multi-functional VET centresBosnia and Herzegovina – NQF design and quality assuranceKosovo – NQF implementation including sector committeesFormer Yugoslav Republic of Macedonia – Entrepreneurial learning strategy developmentMontenegro – Continuing professional development of teachers and trainersSerbia – NQF and the functioning of sector committees
19 How the Torino Process contributes to the attractiveness of VET 4. Through the identification of relevant policy initiatives - some examples from South and Eastern Mediterranean countries in 2012Jordan – Increasing national capacities in different phases of the policy cycle, (including assessment and choice of policy options); design of a monitoring and evaluation system for the E-TVET sector reformLebanon – Developing entrepreneurship as a core transversal skill in TVET schools, NQF governanceMorocco – NQF implementation, reinforcing governance at territorial level (Tanger- Tetouan)Palestine – Support local development in Area C through an integrated approach of CVET and validation of prior learningTunisia – Enhance territorial governance in the region of Medenine, entrepreneurship learning linked to alternative paths for job creation
20 How the Torino Process contributes to the attractiveness of VET 4. Through the identification of relevant policy initiatives - some examples from Eastern Europe and Central Asia in 2012Armenia – Career guidance and effective participation in VET by social partnersAzerbaijan – NQF implementation with sector committees and more business rep’sBelarus – NQF design including occupational standards and sector committeesGeorgia – Strengthening social partner involvement in VETKazakhstan - Business-education cooperationKyrgyzstan – Evidence-based policy making for transition from school to workR. Moldova – NQF and Lifelong learningRussian Federation – Skills matching and VET guidanceTajikistan - Quality AssuranceUkraine – Skills anticipation and matching and NQFUzbekistan - National Qualifications Framework
21 3rd TORINO PROCESS CONFERENCE “MOVING SKILLS FORWARD TOGETHER”Turin, 3-4 June 2015
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