1. Высшая школа экономики, Москва, 2017
The role of the Federal State in VET skill formation system in Russia: suggesting new models and unifying best practices ( )
Dudyrev F.F.
Высшая школа экономики, Москва, 2017

2. Presentation Structure
Basic assumptions
Federal initiatives and projects
PPP-Model I: Foreground National Project ``Education`` ( )
PPP-Model II: Federal Programm for Development Regional VET-systems ( )
Conclusion and hypothesis for the following steps
Высшая школа экономики, Москва, 2017

3. Soviet legacy (T. Remington, I. Marques, 2014, 2016):
Russian Skill Formation System: basic assumptions
Soviet legacy (T. Remington, I. Marques, 2014, 2016):
The Russian system of skill formation remains heavily influenced by the legacy of the planned economy and the state-financed vocational education system, which forced firms into collective arrangements akin to those in coordinated market economies... Reform of vocational education occurred by renovating traditional Soviet-era institutions featuring strong ties between individual firms and individual schools.
The former Soviet practice whereby firms acted as sponsors of vocational institutions disappeared in many places as laws dictating firms’ social responsibilities were abolished.
Высшая школа экономики, Москва, 2017

4. Collective action dilemma (T. Remington, I. Marques, 2016):
Russian Skill Formation System: basic assumptions
Collective action dilemma (T. Remington, I. Marques, 2016):
The problem for Russia in the reform era is less a low level of human capital in general than a severe underprovision of the types of skills appropriate to a dynamic capitalist economy. Relative to the current demands of employers, not to mention the avowed goals of the regime for technological modernization, innovation and diversification, there is both a relatively low level of provision of occupationally-relevant skills, and relatively inefficient use of those resources that are being expended on skill formation.
All would be better if there were a more effective system for matching the demand and supply of skill on the labor market. But for no one side is there sufficient incentive to assume the disproportionate initial cost and risk of investing in a major overhaul of vocational education.
Высшая школа экономики, Москва, 2017

5. Russian Skill Formation System: basic assumptions
Role of the State: Federal Initiatives (T. Remington, I. Marques, 2016)
2006 regional multi-firm training centers
2007 – 2011 Foreground National Project ``Education``
2012 Centers for Applied Qualifications
2013 ASI project ``Dual Education System in VET-sector``
Federal Program for Development Regional VET-systems
Occupational frameworks, professional standards, certification
Regional standard for staffing of industrial growth
Высшая школа экономики, Москва, 2017

6. Russian Skill Formation System: basic assumptions
Role of the State: Regional Responses (T. Remington, I. Marques, 2016):
Russian VET is decentralized. While most regions that adopted VET reforms aimed to spur economic development, skill needs were not coordinated economy-wide. Rather, firms were provided the tools to coordinate directly with schools on their individual needs, with the regional government mostly acting as guarantor of agreements.
Kaluga: VET reform as critical to attracting investment
Perm: Chamber of Commerce + high level of elite cohesion
Belgorod: farming cluster
Высшая школа экономики, Москва, 2017

7. Russian Skill Formation System: basic assumptions
Role of the State: Economic Growth vs Political stability (Yakovlev, 2014):
1. Governors are the key actors in coordinating cooperative VET in Russia
2. Motivation from federal level: it demonstrates that the center was paying attention, thus assuring firms that regional officials would prioritize success. It also indicates to firms that the region’s administrative capacity was high and that it could police local schools.
3. For the case of Russia, it seems that after the color revolutions the ruling elites were afraid of a similar event occurring in Russia, even if this seemed unlikely to most external observers. As a consequence, it is possible that economic objectives were relatively neglected or even sacrificed during the 2000s in order to ensure the ability of regional elites to deliver high election results for the ruling Kremlin party.
Высшая школа экономики, Москва, 2017

8. Federal initiatives in VET-sector
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
Multi-firm training centers
Foreground National Project ``Education``
Centers for Applied Qualifications
ASI Dual Education System in VET-sector
Federal Programm for Development Regional VET-systems
Occupational frameworks, professional standards, certification
Regional standard for staffing of industrial growth
Высшая школа экономики, Москва, 2017

9. Role of the Federal State in VET skill formation
Foreground National Project ``Education``
340 colleges - 64 regions
200 000 students studying High-Tech specialties
Financing: 17,5 bln. rubles including:
Federal: 8,8 bln. rubles
Regional: 3,26 bln. rubles
Enterptises: 5,44 bln. rubles
Высшая школа экономики, Москва, 2017

10. 2011 -2015 Programs for development regional VET systems based on PPP
Role of the Federal State in VET skill formation
Programs for development regional VET systems based on PPP
- 75 regions (2011 – 30, 2013 – 45)
- clusters in aviation (5), metallurgy (4), nanotechnology (1), oil refining (2), power engineering (2), mining (5), pharmacology (4), mechanical engineering (6)
Financing: 18,6 bln. rubles including:
Federal: 1,9 bln. rubles
Regional: 11,1 bln. rubles
Enterptises: 4,1 bln. rubles
Colleges: 1,5 bln. rubles
Высшая школа экономики, Москва, 2017

11. PPP Indicators in Regional VET Programs:
Role of the Federal State in VET skill formation
PPP Indicators in Regional VET Programs:
1. The number of territorial-sectoral economic (educational) clusters – groups of institutions that implement programs of professional education and training focused on groups of enterprises and the implementation of major investment projects
2. The creation with the participation of employers, the regional public authority responsible for the formation of a unified personnel policy
3. The share of students in vocational education programs learning on the basis of apprenticeship contracts with enterprises
4. The involvement of employers in assessment of professional qualifications, competence-oriented assessment tools for the purposes of ongoing monitoring and final (intermediate) certification
5. The share of commercial income of the Colleges in the overall budget of the VET-institutions
Высшая школа экономики, Москва, 2017

12. Federal Initiatives in VET: changing templates
Objective
Local innovations in VET-sector
Development of the regional VET-systems
Cooperative model
Single enterprise – single college
Clusters
Autonomous organizations
Activities
Programs, qualifications, equipment
Programs, equipment, stipends, mentoring, certification, apprenticeship
Contracts
Enterprise – College
Governor - Enterprise
Enterprise – Student (apprentice)
Высшая школа экономики, Москва, 2017

13. The role of the Federal State: suggesting new models and unifying best practices
The Federal Ministry has constantly developed projects for institutional reform in VET-
sector and tried to deploy coordinated market model.
2. About Russian regions accepted federal framework of skill formation system
3. Major state corporations became the main beneficiaries of these projects.
4. Federal PPP-projects in comparative perspective: 財閥  chaebol in South Korea
5. Federal projects provided dissemination of local best practices, created within the earliest RSPP and ASI projects
Высшая школа экономики, Москва, 2017

14. Thank you for attention!
Высшая школа экономики, Москва, 2017