Presentation is loading. Please wait.

Presentation is loading. Please wait.

The “Torino Process”: A systematic, holistic, participatory approach to evidence-based policy making in VET European Commission, Brussels, March 2011.

Similar presentations


Presentation on theme: "The “Torino Process”: A systematic, holistic, participatory approach to evidence-based policy making in VET European Commission, Brussels, March 2011."— Presentation transcript:

1 The “Torino Process”: A systematic, holistic, participatory approach to evidence-based policy making in VET European Commission, Brussels, March 2011

2 THE " TORINO PROCESS " 1. Overview 2. Methodology
(process and content) 3. Results 4. Achievements and next steps

3 OVERVIEW (1/3) WHAT? a participatory analytical process of the whole VET system part of the ETF Work Program 2010 and inspired from the Copenhagen policy review process. & a participatory study on education and business cooperation WHAT FOR ? For Partner Countries to reinforce evidence-based policy making For ETF to serve as a basis for planning For ETF to support the delivery of Community assistance WHO? All key stakeholders of the VET system (policy makers from E&T, Labour and employment, social partners, practitioners, researchers)

4 OVERVIEW (2/3): WHERE? in ETF/EU partner countries : WHEN?
3 countries involved in the Bruges Review (Croatia, Turkey, fyroMacedonia) 3 countries involved in the HRD Reviews for DG Employment (Serbia, Montenegro, Albania) 22 participating countries No participation from Algeria WHEN? every 2 years (2010, 2012…) Main steps in : Jan-March: desk research March-May information and data collection – field missions and focus group meetings May-June first drafting of the country report(s) June-Oct national validation/discussion seminar on the report’s findings Dec final country report(s) available March-April 2011 cross-country reports available May 2011 international conference on the Torino process results

5 OVERVIEW (3/3): HOW? METHODOLOGY:
PROCESS/APPROACH: a tailor-made country-led, review process : Broad participation/consultation of stakeholders (Guided) self-assessment in 7 countries CONTENT: common analytical framework Double dimension: - VET systems’ assessment - VET policy analysis

6 2. Methodology (1/3): Approach with PC
No common policy agenda Diversity of contexts > diversity of approaches Example: Letter of invitation of partner countries to participate with not always obvious added value Setting up of a national multi-ministerial, multi-stakeholder team/task force (SP) Diversity of national institutional arrangements > diversity of work organisation Evidence collection, including data Discussion workshops to process information, or review analysis Validation workshop to endorse the analysis Donor meeting to discuss policy priorities >> Policy learning approach >> capacity building exercice for evidence based policy making >> policy dialogue guided by ETF 6 MONTHS/ 1 YEAR Bruges themes Th 2 on socioeconomic challenges and priorities for VET policy development Th 5 on strengthening links between VET and the LM and Th 3 on economic crisis Th 6 on addressing equity, social inclusion and active citizenship Th 7 on quality and attractiveness and Th 9 on financing Th 8 on enhancing creativity and innovation

7 2. METHODOLOGY (2/3): content
Analytical framework Covering the whole VET system (IVET, CVET, formal, informal, …) Organized in 5 building blocks (closely linked to the themes of the Bruges questionnaire) and guiding questions for each Various types and sources of evidence used (statistical data, indicators, good practices, qualitative assessment, national and international studies) A tool for identifying policy priorities, for possible support(s) to be provided by ETF, EU or other donors Challenges VET policy measures Barriers to change Actions (to be) foreseen

8 External economic efficiency External social efficiency
2. METHODOLOGY (3/3) Analytical framework Innovation & entrepreneurship External economic efficiency External social efficiency Internal efficiency Vision & state of art in VET Torino process

9 Vision & state of art in VET
3. Results by building block (1/5) Vision & state of art in VET Analytical thread Expressed vision in national strategies Consistency with economic and industry policies or social policies? Links with general and HE policies ? With the architecture of the education and training system? Links with resourcing budget allocations? Links with the institutional setting, accountability framework Sources of evidence National strategy documents National budgets, finance laws Organigrams Focus groups with social partners (EBS) But limited evidence Key messages and policy priorities - VISION PC visions make VET a key vehicle for economic competitiveness and to a lesser extent social cohesion – not connected to sustainable development Vision hampered by a narrow scope for VET (too often IVET and formal), institutional fragmentation, rigid E&T architecture in some contexts, centralized governance, uneven budget allocation Need for more direct articulation with other eco, edu, social policies Need for multi-level and inclusive governance supported by social partnership and institutional capacity

10 External economic efficiency
3. Results by building block (2/5) External economic efficiency Sources of evidence National economic/industry/PRS/growth strategies Int. economic data sources (IMF, UNDP/HDI, WEF Competitiveness reports) Employers surveys, WB/EBRD-BEEPS, WB Doing Business Employability reports, HRD reviews Tracer studies But limited evidence Analytical thread GDP/Sector > Employment/Sector > VET provision/sector Involvement of social partners in the present and future skills needs identification? ‘Relevance assurance’ mechanisms of skills per target groups (IVET, CVET, ALMP training components)? Key messages - Main policy gaps and priorities Common challenge of employt/employability – esp. of youth, women (eg: ENP S) Awareness on the need to shift from supply-driven to demand-driven VET systems Role of social partners for increased relevance, quality and responsiveness recognized but not fully operational National qualifications systems/frameworks opted for as a key reform expected to improve external efficiency (both eco and social) Lack of data, information system, method, instruments to ensure matching > Skills needs identification, anticipation and matching : a policy priority Key messages - Main policy gaps and priorities type here

11 External social efficiency
3. Results by building block (3/5) External social efficiency Analytical thread VET as a response to the social demand for education and training VET capacity to respond to groups with special needs and ensure equal training opportunities Sources of evidence Systems architecture Gender gap report (WEF) M&E requirements of national action plans Dropout rates and other educ data Public employmt services data Key messages - Main policy gaps and priorities High demand for HE vs Low attractiveness of the VET system (absence of job prospects, of ET pathways in some countries) Unequal access of women to labour market Reaching out strategies for specific, vulnerable groups exist but not mainstreamed Promising Developments in post-secondary and tertiary education Adult education (including CVET) still needs a proper strategy Key messages - Main policy gaps and priorities type here

12 Internal efficiency 3. Results by building block (4/5)
Analytical thread Quality assurance and management Quality and pedagogical elements Qualifications system Teaching profession state of the art Governance Financing Sources of evidence Finance law, public expenditure review, public expenditure tracking surveys Key messages - Main policy gaps and priorities type here Key messages - Main policy gaps and priorities Quality usually remains to be addressed in a systematic, holistic way Financing of VET, especially CVET deserves shared efforts from ministries Interesting practices of decentralization of VET management (eg: ENP East)

13 3. Results by building block (5/5)
Innovation, entrepreneurship & policy cycle Analytical thread Innovation potential of VET policies Management of the policy cycle in general (leadership, donor pilots’ mainstreaming, policy design…) Sources of evidence Small Business Act / Charter for enterprise Entrepreneurial learning project policy index Curricula documents Key messages - Main policy gaps and priorities Innovation : a highly relative notion - Little consideration for the innovation potential, forward looking dimension of VET policies Growing attention to entrepreneurial learning as part of key competences Evidence based policy making : a new concept - Need to reinforce evidence collection, use and communication Need to foster an evaluation and accountability culture Institutional capacity building around the policy cycle is a must in most countries EU: a strong driver for change Key messages - Main policy gaps and priorities type here

14 3. Sample results by region (1/3): ENP East
Challenges Policy priorities Policy achievements Governance mechanisms to ensure accountability -Education and business cooperation CVET Institutional capacity building Repositioning of VET in relation to HE Sharing European instruments (on QA, career guidance, EL…) Regional dialogue on skills needs Labour emigration and brain drain within the region Academic drift in education at secondary and higher level Pronounced skill shortages vs heterogenous enrolments in the various VET levels & (HE) graduates employability issues Public expenditure on education and training still low CVET underdeveloped New visions for VET emerging Post secondary VET gaining importance (but decreasing vocational higher education)

15 3. Sample results by region (2/3) : ENP South
Challenges Policy priorities Policy achievements Qualifications Social partnership for good governance and accountability Skills matching SMEs Local development HE graduates employability Institutional capacity building for EBPM Demography – illiteracy, migrations SMEs and informal sector- skills mismatch Unemployment rates – youth and women Institutional fragmentation Rigid education and training systems’ architecture Low attractiveness of VET From supply driven to demand driven VET systems Workbased learning/apprenticeship schemes National qualifications frameworks Independent VET bodies Sectoral approaches

16 3. Sample results by region (3/3): DCI
Challenges Policy achievements Policy priorities Multi-level, inclusive governance model Qualifications Quality assurance VET data and statistics * Transition to free market economies * VET attractiveness Political momentum for VET (higher in policy agendas) Qualifications systems

17 3. Results In terms of Content : TOP 5 of priority policy areas
Multi-level Governance, Social Partnerships and Education and Business Cooperation Qualifications Education and training architecture & Pathways Matching LM skills needs and VET provision Adult learning -CVET

18 4. Achievements (1/3) In terms of Process: In terms of Content:
Political momentum and commitment to assessment exercise Ownership (leadership)– guided self assessts New/reinforced space for sector-wide and multi-stakeholder dialogue in VET Driver for greater donor coordination Enhanced interest for EU VET framework ….BUT… tension between ownership and objectivity Inclusiveness of the appraoch to be broadened Self assessment guidance to be further defined In terms of Content: Policy priorities identified, & in line with EU E&T 2020 strategic objectives … BUT… Shortage of evidence in most countries (availability and/or use for policy making)

19 4. Achievements (2/3) Competitive advantage of ETF within the Torino Process As Analyst, Facilitator, Mediator, Broker of policy debate, Catalyst… Specific expertise on VET and employment policies Country intelligence and presence in 29 PC - Comparability Long-term engagement – trust and continuity over time Recognition as a technical (public) partner -Neutrality and non-commercial approach Analytical support for identifying policy gaps and assistance needs – key step of programming cycle (SPSP) Capacity building support for increasing absorption capacity for further EU assistance Networking between PC and MS A way for the EU to shape the global education and training agenda

20 4. Achievements and next steps (3/3)
In 2011: ETF WP based on the findings of the Torino Process (country and regional projects) Lessons learnt exercice of the first round, involving Partner countries and ETF staff Flagship publication Corporate conference May Torino Refinement of the methodology based on the lessons learnt Preparation and Launching of the TRP 2012 Gradual institutional capacity building for evidence-based policy making (Torinet)

21 For further information:
Thank you!


Download ppt "The “Torino Process”: A systematic, holistic, participatory approach to evidence-based policy making in VET European Commission, Brussels, March 2011."

Similar presentations


Ads by Google