astana, 13-14 february 2013

Astana, 13-14 February 2013

Structure of the presentation

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•Torino Process 2012

•Socio-economic contexts

•Preliminary findings – progress

made

•Preliminary findings – problems identified

•Strategic reflections/new policies

THE TORINO PROCESS

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THE TORINO PROCESS ISa participatory process leading toan evidence-based analysis of VET policies in a given country.

FOUR PRINCIPLES

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01 Ownership of both process and results by partnercountry stakeholders.

02 Broad participation in the process as a basis for reflectionsand consensus building/policy learning.

03 Holistic approach, using a broad concept of VET for bothyoung people and adults and adhering to a system approach,including links to economic and social demands.

04 Evidence or knowledge-based assessment.

ANALYTICAL FRAMEWORK – key questions for a comprehensive approach to policy areas in VET

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POLICY VISION (A)What is the vision for VET development, and doesit comply with the broader socioeconomic development objectives?

VET IN RELATION TO ECONOMIC COMPETITIVENESS (B)Do the skills offered by the VET system matchthose required by the labour market and economic development?

VET IN RELATION TO SOCIAL DEMAND AND SOCIAL INCLUSION (C)Do institutions, as well as programmes and skills offered by the VET system, match the aspirationsof individual learners and the needs of vulnerable groups?

INTERNAL QUALITY AND EFFICIENCY (D)

What further reforms are necessary to modernise the various building blocks of the VET system?

GOVERNANCE AND FINANCING (E)

Are institutional arrangements, capacities and budgets adequate for bringing about the desired changes in the VET system?

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Approaches - ETF led assessment:

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•ETF led assessment in Tajikistan, Kazakhstan, Kyrgyz Republic, Uzbekistan

The regional report builds on 4 country reports.

Socio-economic context:

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•Growing working age population

•Economic Growth•Growing service sector•Migration/unemployment•SME and informal economy

Overall progress in four areas

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A Vision: Policies and legislation

B/C External efficiency

D Internal efficiency

E Governance and Finance

Progress in Vocational Education since 2010

Legislation and strategic documents:

All countries new legislation or new education and employment strategies up to 2015 or 2020. Clear in directions, priorities, targetsConsultation processes widened and have included social partners. Education budgets have increased.

Governance and stakeholder involvement

National, regional and or local skills councils. Challenge to increase the ownership of the different partnersAll countries have now VET institutions with role in policy implementation.

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Education and Business cooperation

Engagement of employers in policy dialogue and development of standards has improved. At local level more partnerships between school and enterprises

In Kyrgyz Republic enterprises are represented in the school board. in Uzbekistan and in Kazakhstan it has become a key policy priorityIn Uzbekistan and Kazakhstan progress has been made with creating training placements in companies

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School development:

There are opportunities for increasing the performance of schools. Giving incentives for school development and removing barriers can contribute to quality improvements.

Collection and use of policy indicators:

There is an increase in information and statistics on education.

Traditionally there are few specific data for VET available. Combining the collection of quantitative and qualitative information for policy monitoring and evaluation can support the policy cycle

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Teacher’s salaries and training

All countries have valued the importance of teachers by awarding them substantial salary increases. Also the opportunities for pre- and in-service teacher training have been improved.

VET Financing: Per capita financing has been introduced in all four countries. However, its effectiveness cannot be judged yet.

Standards development:

All countries have developed new occupational and education standards and are discussing the development of national qualification frameworks.In addition to these areas there are other challenges in VET

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A Vision: Policies and legislation

National Strategies

Lifelong Learning

Institutional Co-operation

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National Strategic Documents

Country Topic

Tajikistan National Strategy for Education 2020, including VET

Labour Market Strategy 2020

Programme on development of Adult Vocational Education System 2015

Reforming and Developing Initial and Secondary VET

Uzbekistan National Programme for Personal Training and updates for 2011-2015

Measures to improve the system of student training, and the quality of teachers. (2012)

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National Strategic Documents

Country Topic

Kazakhstan Education 2020

Accelerated Programme Kazakhstan 2010 – 2014

State Programme for Employment 2020

Kyrgyz Republic

Education2012-2020

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B: External efficiency

Economic growth rates Vocational Education and Unemployment Small Business Migration

Social demands for VET and social inclusion

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GDP growth (Annual %) 2008 2009 2010 2011

Country Kazakhstan 3.3 1.8 7.3 7.5

Kyrgyz Republic 8 3 -1 7

Tajikistan 7.8 7.9 6.57.4

Uzbekistan 9 8.1 8.58.3

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Growth rates 2008-2011

C: External efficiency:

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Employment rates (%,15-64) 2011 64.3 73.9 62.0 (10)

45.6 (09)

54.0*

(10)54.0* (10)

Employment rate, female (%,15-64) 2011 58.5 69.6 50.6

(10)35.4 (09)

41.4* (10)

42.4* (10)

Unemployment rates (%,15-64) 2011 9.7 5.4 8.7 (10) 11.6 (09) md 0.45 (08)

Unemployment rates, female (%,15-64) 2011 9.8 6.3 10.0

(10)10.6 (09) md md

Youth unemployment rates (%, 15-24) 2011 21.3 4.6 16.7

(10)16.7 (09) md md

Youth unemployment rates, female (%, 15-24) 2011 20.7 5.0 20.3

(10)13.7 (09) md md

Indicator Year EU 27KZ KG TJ TM UZ

C: External efficiency:

Social demands for VET and social inclusion

Public provision of VET

Drop Outs

Special needs

Rural Sector

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D: Internal efficiency

System Size Structure of VET Teacher Training and Quality Assurance Continuing Vocational Training

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VET sectors Dimensions

Country Tajikistan Kyrgyz RepublicVET Students 59,866 114,341

Initial 22,316 42,018Secondary 37,550 72323

VET Institutions 117 231

Initial 66 109Secondary 49 122

Teachers/Trainers 6997 9237

Initial 2287 3647Secondary 3710 5590

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[1] 2010 figures[2] Includes 13189 part-time students

VET sectors Dimensions

Country Kazakhstan UzbekistanVET Students 604,000

(2012 figs)1,724,000

VET Institutions 894 1430

Teachers/Trainers 45,700 75,480

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Quality Assurance: Initiatives by countryCountry Professional development

of VET teachers/trainersQuality Assurance

Initiatives

Tajikistan Restructuring in-service teacher Re-organisation: pedagogical institutions

Monitoring and evaluationAssessing achievement of learning outcomes

Kazakhstan Regional centres 4 year modular service Teacher training system Teacher salaries Teacher career steps

Social Partnership Updating VET structure/contentTraining Infrastructure VET system managementE-learning

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Quality Assurance: Initiatives by countryCountry Professional development

of VET teachers/trainersQuality Assurance

Initiatives

Uzbekistan Salary increasesPerformance management, Directors fund Increase proportion of teachers with higher education

Student training, and quality of teachers. (2012)

Kyrgyz Republic

Methodological centre In service training for IVET Performance management

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E: Governance and Finance

Governance Business Partnership Finance Data development and use

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Co-operation between business and education

Country Initiatives

Tajikistan Local partnerships between employers and schools

Kazakhstan Cooperative learning with businessNational VET Council 14 sectoral councils 16 regional councils432 Councils of trusteesKasipkor Holding,Local partnerships between employers and schools

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Co-operation between business and education

Country Initiatives

Uzbekistan Local partnerships :employers and collegeCo-ordination between regional and national levels Chamber of commerce

Kyrgyz Republic

National Council for the development of professional skills. Sector skills councils developmentLocal partnerships between employers and schools

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FindingsCountry Priorities

Conclusions

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Country Priorities: Torino Process Reports 2012

Country Topic

Tajikistan Integration of VET sectors

Quality Assurance

Professional staff development

Uzbekistan Business and VET co-operation, small business

Post-secondary VET/ CVT

Financing National QualificationsFramework

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Country Priorities: Torino Process Reports 2012Country Topic

Kazakhstan Attractiveness of VET

‘Down-up’ policy - policy making

- policy implementation- Governance/

Business - Education co-

operation

Professional development of VET staff

Kyrgyz Republic

Co-operation between

Ministries on VET

Capacity Development for

Teachers, Trainers and Managers

VET as a social measure

Performance Management and Quality Assurance

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ConclusionsVision • Vocational development is recognised in all countries as

important to economic growth and is being pursued as a key policy option.

• Many of the issues being addressed in the region are also common to other countries reforming their education systems,

• Scope for all countries to share experiences with international trends in vocational education modernisation, particularly

• lifelong learning, • quality assurance • co-operation between different government

institutions • business and government co-operation.

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ConclusionsExternal Efficiency:Labour market needs

Common specific challenges found in each system.

• On-going updating vocational content to reflect business and labour market needs.

• High levels of migration/mobility in the labour markets

• Scope for policies that support vocational education in the context of mobility, e.g., validation of informal learning, credit transfer and flexible learning opportunities.

• Qualifications frameworks could strengthen stakeholders’ involvement and system capacities

• assist participation in continuing vocational education • focus for business- education co-operation.

• Small business responsiveness • Strengthen transition from education to sustained

employment is a major challenge • positive examples from across the region.

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ConclusionsExternal Efficiency:Social Demand for VET

• Short courses a growing feature in some labour markets, scope for reviewing coherence and efficiency of vocational education and training at different levels and their links with the vocational qualifications of the national education systems.

• Rural sector is an important feature of all countries • Challenges for ensuring that rural communities are

able to access vocational training and related services, e.g., special needs teachers that support the participation in the labour market.

• Employment opportunities limited for skills development outside the vocational sector, i.e., there are relatively few jobs in which graduates can develop and enhance their skills and vocational expertise.

• Informal labour market is a significant issue in the region both in terms of self-employment and labour market participation.

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ConclusionsInternal Efficiency

• Except for Uzbekistan, VET still a 2nd choice. • Concerns on drop-out rates some

countries. • VET participation, the rise of private VET

schools: indicators of an improving status.

• Need for data on VET graduates continuing to universities/post-secondary VET, or employment.

• Need for data on labour market• Career guidance is an area for development

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ConclusionsInternal Efficiency • Quality is an issue in all countries.

• All countries have introduced mechanisms to improve quality

• Business involvement, teacher training and infrastructural investments will impact on the overall quality

• Systemic quality assurance approach and mechanisms

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ConclusionsGovernance and Finance

• Trend in the region is engagement between business and education

• Some VET schools strengthening links with local companies.

• Per capita financing has been introduced in all

four countries. Its effectiveness cannot be judged yet.

• An increase in information and statistics on

education.

• Few specific VET data available yet• Quantitative and qualitative data for policy

monitoring and evaluation can support policy cycle.

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Many thanks!

European Training Foundation